By Matt Grahn
With Judy Olian set to be Quinnipiac’s ninth and first female president, it may be worth looking back to see what the other presidents were like over the almost 90 years of Quinnipiac history. (Unless otherwise specified, all information and photos are from the archives of the Quinnipiac Chronicle)
By Victoria Rutigliano
Erica Udén Johannson, former captain of the Quinnipiac women’s ice hockey team, is lacing up her skates in the 2018 Winter Olympics for Team Sweden.
For many, this is a once in a lifetime experience, but for Udén Johannson, this is her third time representing her country at the games.
The 28-year-old, who graduated from Quinnipiac in 2015, played in both the Vancouver Olympic games in 2010 and in Sochi in 2014. She got a commemorative tattoo after each Olympic appearance.
During the 2013-2014 college hockey season, Udén Johannson took a year off from playing for the Bobcats to go back to Sweden and compete for a spot on Team Sweden’s roster.
To play a third year for her team, especially as one of the expert players on the roster, was something that has always been her goal, her former coach said.
“She takes so much pride in representing her country and that was always really clear,” Quinnipiac head coach Cassandra Turner said. Turner served as an assistant during Udén Johannson’s Bobcats career.
“The ability to put that jersey on and be able to represent Sweden meant a lot to her, continues to mean a lot to her, now as one of the veteran players on that team.”
In the ECAC, Udén Johannson was known for her quick shot off a pass, and helped her team to its first ever NCAA tournament appearance in her senior year.
With 42 goals and 54 assists for 96 points in 125 games as a Bobcat, Udén Johannson was someone who didn’t need a lot of words to be a leader on the ice.
“She was quiet, but she was still a very strong leader,” former teammate and current NWHL player Cydney Roesler said. “She just had this maturity about her and stuff like ‘oh my gosh, like she’s a big deal’ kind of thing.”
Sweden has finished in the top four in both of Udén Johannson’s appearances and she has scored two goals and one assist in 11 games over the two Olympics.
Udén Johannson plays professionally for Brynäs IF in the Swedish Women’s Hockey League and has racked up nine goals and six assists in 31 games.
When Turner saw Udén Johannson two years ago, she was coaching the under-22 team in Canada against team Sweden. After the game, Udén Johannson gave a Team Sweden shirt to Turner’s then two-month-old son.
“It finally fits him and I think she bought it on purpose ready for him to wear it in the Olympics,” Turner said. “He actually had it on yesterday, so it’s pretty neat that he knows somebody who is playing in the Olympics.”
As an athletic training major, Udén Johannson practiced taping her teammates ankles and brought her books to all her away games, according to Roesler.
Turner echoed these memories, noting this type of character rubbed off on other players.
“She just really could demonstrate what it’s like to balance your time and really be at your best through all elements of a student athlete’s life,” Turner said. “That maturity and approach and her experience has really helped our culture and helps it today.”
Sweden plays in the preliminary rounds from Feb. 10 to Feb. 13.
By Victoria Rutigliano
Danny Glover sat down with members in and around the Quinnipiac community Tuesday night to discuss the start of Black History Month and how he’s using his platform to speak about change.
Known for his roles on camera from movies such as “Lethal Weapon,” “The Color Purple,” and “Angels in the Outfield,” Glover said he and his mom both agreed his fame was meant to go beyond the movies he performed in. This agreement was what brought him to Quinnipiac’s campus.
Glover discussed how his passion didn’t come from acting, but by identifying and looking up to people like his parents, Bob Moses, and several civil rights movements.
“I want to be of some use,” Glover said. “At the beginning, I felt that I was of some use and the idea of being a child of the civil rights movement and how much I identified with those moments.”
He discussed using his acting, like in “Master Harold,” as a way to start a discussion not just about black people, but about the world.
“It gave me a path, it gave me a way,” Glover said. “Not only could I talk about the system of Apartheid in the most brilliant writing. At the same time I could express about how I feel about the world and the justice of the world.”
Don Sawyer, the interim associate vice president for academic affairs and chief diversity officer at Quinnipiac, spoke on the importance of having someone like Glover, who’s had a strong presence on TV, talk about ways he’s reaching out to help others.
“I mean a lot of people know him as an actor but not a lot know necessarily about his activism,” Sawyer said. “You don’t have to just be an actor or just be an activist but you can blend your career with also the support of the local community.”
By Sam Prevot
In July, Judy Olian takes over as Quinnipiac University president as John Lahey retires after 31 years.
Olian, the dean at UCLA’s Anderson School of Management, becomes the ninth president of the university and the first woman to hold the post.
Since becoming UCLA’s dean in 2006, the school has ranked among the top business schools in the world.
“She is a tireless and effective fundraiser,” UCLA distinguished professor Steven Lippman said.
Olian spearheaded a fundraising windfall that saw $400 million come into the school.
Lippman added, “Dean Olian has shown herself to be incredibly energetic and hard working with unsurpassed attention to detail. Her entrepreneurial bent is ideally suited to help Quinnipiac University excel in general and ascend the rankings in particular.”
According to University of California’s compensation page, Olian earned $533,942.00 in 2016.
Before Olian officially becomes president on July 1, here are some facts you may not know about her and her journey to Quinnipiac.
Olian’s parents escaped the Holocaust — a disaster that separated the couple for seven years before they were reunited. They moved to Australia, where Olian was born. She “ping-ponged” between Australia and Israel during her childhood, and also spent time as an au pair in Switzerland, according to a website run by UCLA assistant dean Dylan Stafford.
That same website revealed that Olian had cancer in her 20s and left her unable to have children. She said her experience is part of the reason why she loves working with young people and being involved in their education.
Olian earned her bachelor’s degree in psychology at Hebrew University in Jerusalem. After traveling to the United States with her first husband without a work visa, she entered grad school. She earned her master’s and doctorate in industrial relations from the University of Wisconsin, Madison.
Olian teaches “Critical Milestones in Preparing for Life in Leadership” with Peter Guber. Guber is CEO of Mandalay Entertainment and owns the NBA’s Golden State Warriors.
Olian is also the author of a weekly syndicated newspaper column and host of a monthly television show on current topics in business. She is a much sought-after speaker and consultant for major corporations. In addition she serves on the board of advisors for Catalyst, a nonprofit organization with a mission of creating better workplaces for women.
By Andrew Weiss
Quinnipiac University announced Monday afternoon that Judy D. Olian would be named the ninth president in the history of the school.
Olian takes over the role from John Lahey, who served as Quinnipiac’s president since 1978, a 31- year tenure. Lahey officially gives way to Olian on July 1, 2018.
“I can’t tell you how thrilled I am to be here,” Olian said. “(I am) very excited to be joining you in building this next phase of a very special university.”
Olian takes time out to talk to Hamden mayor Curt B. Lang after her press conference.
Olian has been serving as the dean at the UCLA Anderson School of Management since 2006, and is the first female president in Quinnipiac history.
The school had been reviewing candidates for a new president since Lahey announced his impending retirement in April of 2017. Under Lahey, Quinnipiac has added two campuses and increased enrollment to more than five times as many students per year, as well as a added a polling institute and Division I athletics.
“This is an exciting time for Quinnipiac University,” Lahey said in a statement announcing Olian’s appointment. “We wish Dr. Judy Olian the best of luck as she builds on the success forged by our students, faculty and staff, working with the Quinnipiac community to move our institution to even greater levels of achievement.”
Here are some of their stories.
By Erin Reilly
College can be a challenging experience for many students. But for those with mental illnesses, the typical college struggles can be amplified.
Mental health problems, especially anxiety and depression, have been a growing concern on college campuses in recent years.
According to the American College Health Association’s National College Health Assessment from fall 2016, almost 20 percent of students reported being diagnosed with or treated for anxiety within the past year and 15.2 percent were diagnosed with or treated for depression.
However, not all students seek mental health treatment, so the actual rates of anxiety and depression could be higher. In fact, the same survey found that 60.8 percent of all students said they had felt overwhelming anxiety and 38.2 percent felt so depressed that it was difficult to function within the past year.
Not only are anxiety and depression the most common mental health problems among college students, but the distress levels associated with them are also on the rise. According to the Center for Collegiate Mental Health’s 2016 annual report, students’ distress levels for depression, generalized anxiety and social anxiety have increased the past six years. Meanwhile, distress levels for other concerns have decreased or remained constant.
The prevalence of these mental health issues may be due to the distinct situation college students are in. This is the time when many people experience significant stress for the first time. For many students, it is also the first time they live on their own and take on more responsibility. The combination of these factors can worsen or trigger students’ mental illnesses.
At colleges across the country, including Quinnipiac University, students with mental illnesses have a unique experience. The interaction between the college environment and their illnesses can lead to challenges that aren’t shared with any other age group.
“Transition to college and other factors found on campus can highlight stressors that individuals thought they were able to handle in previous years,” Quinnipiac counselor Sheila van den Broeck said. “Being away from one’s support system can also add to the decrease in the individual’s ability to cope.”
Penny Leisring, a psychology professor at Quinnipiac, agrees. She says “stress and big transitions” and “being away from family and friends” are reasons why a student’s mental health might worsen while in college.
Stress, commonly caused by finances and academics, is a major concern for all college students. However, dealing with stress can be particularly hard for students also experiencing mental health problems.
American College Health Association; Center for Collegiate Mental Health
When it comes to academics, depression and anxiety can have a negative effect. According to the ACHA’s fall 2016 assessment, nearly a quarter of students reported that anxiety affected their academic performance within the previous year and 15.4 percent said depression affected their academic performance. The effects on academics ranged from receiving a low grade to having to drop a class.
Students at Quinnipiac who see their academics affected by their struggles with mental illness can seek help at the Counseling Center.
“Poor academic performance can be a factor but we encourage the use of the Learning Commons and open dialogue with their professors,” van den Broeck said. “We also encourage learning strategies, deep breathing, and other techniques tailored to the student’s individual needs.”
Regardless of academic difficulties, all students suffering from a mental illness are encouraged to take advantage of the resources available to them on campus and beyond.
“There are many effective treatments for anxiety and depression like cognitive behavioral therapy,” Leisring said. “And there is an office on campus called the Office of Student Accessibility that can help students arrange appropriate accommodations if any are needed. For example, a student with a severe mental health problem may want to take a reduced course load, may need extra time for exams, etc.”
Many students do utilize these resources, including the Counseling Center. According to van den Broeck, the center has had 550 intakes this semester.
“Students attend counseling for a variety of behavioral health related issues,” van den Broeck said. “Some stemming from transition issues, interpersonal issues, stress-related symptoms and persistent illnesses.”
However, the Counseling Center isn’t perfect. It has a small staff and limited hours, which means students don’t always get as much help as they need.
Still, receiving professional counseling can be helpful to students in many ways. For one, it may be their only source of support. Many students with mental illnesses say they lack support from their family and friends, according to the CCMH’s 2016 report.
The lack of support may stem from the stigma that surrounds mental illness. People often label those who have a mental illness as “crazy.” They may also make assumptions that they are dangerous, criminal or unable to live normal lives. Due to these misconceptions, students with mental illnesses may feel judged or isolated. They may also be afraid to speak up about their issues.
These students may have much in common. However, mental illness does not affect everyone the same way. Every student faces different challenges and uses different coping methods. While research, data and expert’s statements are important, they cannot tell the whole story.
Each student’s voice deserves to be heard, so here are just a few of those voices.
ANNA’S STORY
Anna, a senior at Quinnipiac, has suffered from multiple anxiety disorders since she was in elementary school. Since then, her anxiety has progressively gotten worse. Starting college led to a spike in her symptoms and she had trouble adjusting.
“By the end of my freshman year, I thought I had made a huge mistake. I didn’t think I was cut out for college,” Anna said. “I started seriously considering dropping out or transferring to my community college at home or starting an online program. I just felt so alone and my anxiety was really interfering with my life and I was not coping well.”
Anna says the stress she experienced was a major factor in her considering to leave Quinnipiac. But unlike many students who consider dropping out, her grades were never suffering. Anna has always been a good student and gets mostly A’s. However, that doesn’t mean classes aren’t anxiety-inducing for her.
“Presentations and group projects are the worst. So are discussion-based classes. I obviously do much better in lectures with individual assignments so I can keep to myself,” Anna said. “If I can go a whole class without talking, I consider it a good class. But unfortunately I can’t always be that lucky. In many classes, I have to speak so I dread going to them and get very anxious before and during them.”
Anna’s anxiety often interferes with other aspects of her life as well.
“Everyday things that most people don’t think twice about are really difficult for me. People might mistake it as laziness or just not wanting to do something, but it is truly physically difficult for me,” Anna said. “Getting the mail, taking out the garbage, ordering food, going to an appointment, going to class – they are all so hard sometimes.”
Anna says most people are not aware of these kinds of issues that go along with anxiety She says she often feels misunderstood and judged.
“It can be really isolating,” Anna said. “I don’t feel like anybody really understands what I deal with.”
Feeling alone has been a common theme in Anna’s life. She says she has never had many friends. This stems from her social anxiety, which makes it difficult for her to interact with people.
“It’s really hard to make friends and that means I don’t have many people I can talk to about my issues, so I mostly just keep it all to myself and I feel like I am going to explode,” Anna said.
Anna also does not receive any professional help. She has not seen a therapist since she was younger, but she thinks she needs to seek help again. She knows she needs it and that it could make her life much better. However, it is not that simple for her.
“I want to see a therapist because of my anxiety, but I don’t want to see a therapist because of my anxiety,” Anna said. “I kind of get caught in this cycle because the thing I need help with is the thing that prevents me from getting help.”
While some days are harder than others, Anna feels like she is on the right track. She says the next year or so will be difficult, but she is trying to be optimistic about her future. Despite her anxiety, she is the kind of person who always tries to focus on the positives.
DAVID’S STORY
David is a Quinnipiac senior who has suffered from depression since he was in middle school. He has also had periods of feeling suicidal.
“When I was in middle school, I would walk to the train tracks in my town like every day and just sit there and contemplate jumping in front of the train,” David said.
Like Anna, David does not currently receive any professional help.
“In high school I kind of freaked out on my mom and told her I felt depressed and suicidal. Of course, then she made me go see a therapist. But that didn’t last long – just a couple weeks,” David said. “I just didn’t see how it could possibly help and I assured my mom that I was ok. In retrospect, I probably should have kept seeing the therapist. Maybe I wouldn’t have these issues anymore or I’d be able to cope in better ways.”
His current method of coping is by abusing alcohol and drugs.
“When everything gets too hard and too much to handle, I drink or smoke or take pills,” David said. “I know it’s not the right answer to my problems, but it seems to be the only thing that works.”
Though he has not felt suicidal in a few years, David says his depression has worsened while in college. Being away from family and having easier access to drugs and alcohol has had a negative impact on his mental health. However, people who know him may not be aware of that.
“Most people have no idea what I am going through. I’m pretty outgoing and seem to be in a good mood all the time, but it’s really just a show,” David said. “I hide everything pretty well. I used to have to work at hiding things, but now it is just natural to lie and pretend.”
ALEX’S STORY
Alex Nauta is a sophomore at Quinnipiac who is double majoring in marketing and operations and supply chain management. She has suffered from obsessive compulsive disorder (OCD) and anxiety since she was 8 years old.
OCD is significantly less common among college students, and in general, than depression and anxiety. According to the ACHA’s fall 2016 assessment, 3.2 percent of students were diagnosed with or treated for OCD within the previous year.
Ever since she was diagnosed as a child, Nauta has been in and out of intensive therapy. However, she maintains a positive view of her mental illnesses.
“I have gotten used to it for the most part,” Nauta said. “It has become a part of me and although at times it may set me back, it has given me some of my greatest strengths.”
But starting college had both positive and negative effects on her mental health. On the one hand, she says she did not have much trouble with adjusting.
“I am pretty resilient and adaptable and have always worked hard and done well academically,” Nauta said.
She also says college-related stress has not been a major factor in her mental health.
“For the most part, my stress has decreased since college,” Nauta said. “I thrive and am the happiest when I am busy.”
However, it hasn’t all been easy for Nauta.
“Due to the stigma of having a mental illness, my freshman year I had to switch roommates because my first room was uncomfortable with my medication” Nauta said. “They didn’t understand mental health and thought my medication classified me as crazy.”
The lack of acceptance from her peers was made harder by being away from her supportive family.
“I am extremely close to my family. I miss them in school and still call them every day,” Nauta said. “It is hard being away, but I know they are always there for me regardless of the struggles I am facing. I don’t go home often, but it is always great to go home and see them.”
To help deal with those struggles, Nauta takes advantage of the resources on Quinnipiac’s campus.
“I use the on-campus psychiatrist once or twice a semester and check in with the Counseling Center about once a month,” Nauta said.
Her other coping methods include running and making jewelry. The jewelry Nauta makes and sells is intended to raise awareness about mental illness and money for the Brain & Behavior Research Foundation, which funds mental illness research. It is important to Nauta to do what she can to fight the stigma surrounding mental illness.
RESOURCES FOR STUDENTS
The uniqueness of the college years creates distinct challenges for students with mental illnesses. When they were younger, they had less stress that was weighing on them and exacerbating symptoms. As they grow older, they might have better coping methods and more control over their issues.
But during the transition from childhood to adulthood, dealing with a mental illness can be extremely difficult. With the added stress of finances and academics and the absence of a support system, students like Anna, David and Alex may struggle.
While every student doesn’t have the exact same experience or challenges, there are resources available that can be helpful to everyone at Quinnipiac who has mental health problems.
The Counseling Center provides students with individual counseling and support groups. Students can make an appointment with a counselor online through MyQ. Services are free and will not be billed to students’ insurance companies.
The Learning Commons provides students with academic support. It offers peer tutors to help any student who needs assistance with a class or assignment.
The Office of Student Accessibility makes accommodations for students with disabilities. Students can fill out a form to request an accommodation.
There are multiple therapists and psychiatrists nearby to Quinnipiac. They can provide therapy and medications if necessary. Psychology Today has a search engine to help people find psychiatrists that suit their needs and take their insurance.
There are also organizations like the National Alliance on Mental Illness that provide education and support and raise awareness about mental health.
Multiple helplines are also available to anyone who needs someone to talk to. Some can provide more information about certain issues while others serve as an intervention during a crisis.
By Camila Costa
For most Quinnipiac students, not seeing a parent for almost 10 years is unusual. For Jiseok Hyun, it’s a reality.
Hyun talks about his obstacles at Quinnipiac in the multicultural suite on campus.
The senior computer science major came to the United States in 2008 from South Korea. He has not seen his mother in four years and his father in almost 10 years.
Jiseok Hyun, pronounced Ji-suk Hyawn, has not been home since 2008. And if he goes back, there is a chance he might not be able to travel back to the United States.
“In Korea, all the males have to go to military service for about two years,” he said. “If I happen to go, I have a slim chance to come back here to continue my education.”
For Hyun, Quinnipiac has become his home away from home. But he has also endured challenges here, including discrimination and a feeling of not being included on campus.
Hyun is not the only international student who struggles with difficulties after coming to Quinnipiac. International students like him say that while the university does offer resources during the application process and early arrival, it needs to do more during the four years international students work and live at Quinnipiac. Specifically, international students say they want the university to reduce discrimination, educate the general student body and have a better support for English as a Second Language (ESL) learners.
International students are often being discriminated by other students or staff and faculty on campus, whether it is caused by their different appearance or their foreign accent. Regardless of the reason, Quinnipiac has not been able to stop this issue from happening.
Students say the university is also failing at teaching domestic students about other countries and cultures, which leads to a lack of understanding of cultural norms in other countries, which can also lead to discrimination against international students.
These students complain that not having the ESL support makes it more difficult for them improve their English skills. They say they feel embarrassed for their background and almost ashamed of where they come from, especially when they have to speak up in the classroom and other students discriminate them for their accents or wrong grammar.
While the university does provide support and services specifically targeted to international students, they say it needs to do more to prevent or stop those issues on campus.
“I have experienced many discriminations,” said Ahrim Kim, senior health science major from Korea. “I felt like people were looking at me, and talking about me, and judging my accent and my grammar. Whenever I walk around, people will look at me, I could feel the stare and the judgement.”
Hyun has also been discriminated because of his appearance.
“We don’t specifically face discrimination because we are international students, but by race I’d say,” said Hyun. “As soon as I walked into this place, this lady asked me ‘What part of China are you from?’ I’m not even from China!”
Student clubs are an important support group for struggling students.
Hyun became the president of the International Student Association (ISA) to help others facing the same challenges he did at Quinnipiac.
Although he organizes many events for the association, he is also a supportive member for his peers. Especially when suffering discrimination from others, international students have to stick together.
Abbie O’Neill, specialist for student engagement, also admits that this is indeed an issue on campus.
O’Neill opens up her doors for any international student who is struggling and wants to seek help.
“There is discrimination on campus against international students, I can’t talk about particular cases and what not, but I do know that it does exist and some of it is just a lack of understanding from other students as to what culture norms are in other parts of the world,” said O’Neill.
Quinnipiac, although providing support for international students that face discrimination, is not doing much to stop this.
Director of Global Education Andrea Hogan believes this is related to the lack of diversity at Quinnipiac.
“I think some students are educated about other cultures, but I think the majority probably are not,” said Hogan. “Most of them are from New England and so many students have not been outside the U.S. or they’re from towns where they don’t see a lot of diversity.”
Although the majority of Quinnipiac students is caucasian, the university still needs to provide support to the minorities on campus, especially when they face discrimination based on their looks or background.
Another type of support that the university offers is academics related. However, that support does not apply to the English language.
Quinnipiac requires international students whose native language is not English to be “able to communicate in writing and speaking in that language, since the primary language of instruction at Quinnipiac is English,” as stated on Quinnipiac’s website.
Kim, the Korean student that faced discrimination on campus, worked for Andrew Antone, the director of international recruitment and helped him in the process of accepting international students into Quinnipiac.
Students whose native language is not English are expected to submit their Test of English as a Foreign Language (TOEFL) scores or the International English Language Test System (IELTS) scores as well as their previous academic grades.
That would show if a student is proficient or not in the English language. However, test scores sometimes do not translate the reality of his or her skills, especially when they have to verbally engage in the classroom.
Quinnipiac does not offer an ESL and although some students and faculty think it should, others disagree.
“I know there are a few students who are not that good at speaking English and they’re scared to speak English,” said Kim. “I do think we should have an ESL program, or even a TOEFL class, or any class to teach international students proper English.”
The Director of Global Education, Hogan, agrees with Kim, but she also expresses concerns.
Hogan helps international students from helping them choose their housing to any additional support they might need.
“I think it could be a really good thing,” said Hogan. “But, if we install and invest in hundreds of thousands of dollars for a center, but then the enrollment nationally is going down, is that a good investment? To establish your own center that is, you know, 10 miles from another one, you better have a big enough population.” said Hogan.
Although Quinnipiac does not have its own ESL program, it has a partnership with a center located at the University of New Haven (UNH).
The center is not affiliated to UNH, but it offers ESL classes for students whose native language is not English, and therefore, students can attend those classes prior to coming to Quinnipiac.
Antone believes having an ESL program could be helpful in the process of recruiting more international students.
The director of international recruitment mostly works with students before they get to Quinnipiac.
“I think it’s certainly helpful, I think it opens up the doors to other quality qualified students that don’t speak English,” said Antone. “They are good academic students that can participate and will do very well and flourish here, but they need their English skills first.”
Creating an ESL program would not only open doors for international students to come into Quinnipiac, but also provide that additional support for students that need a little more time to have a better understanding of the English language.
That could also help international students to become more confident to speak up in the classroom and participate more without feeling doubtful about their accents or self conscious about making grammar mistakes.
While the university is composed of mostly students from Connecticut, New Jersey and New York, it does not offer many courses teaching about other parts of the world.
“The QU 301 class highlights global community so I think students are gaining more general understanding about diversity and cultural differences,” said Hyun.
However, students don’t seem to be interested in taking those courses, unless it is mandatory – like QU 301 for seniors.
Vice President Mark Thompson has talked about including more diversity programs into the classrooms and in the upcoming curriculums so that students can become more educated in diverse issues.
It is the university’s responsibility to educate its students on issues involving the United States, but also other countries and cultures, which are just as important.
Some Quinnipiac students are oblivious of other issues happening in the world and this lack of understanding can lead to other issues on campus, including discrimination against minority groups, such as international students.
Hyun believes a way to stop or prevent these issues from happening is if the school promoted more diversity on campus.
“Definitely invest more in multicultural students and anything that has to do with diversity in general,” he said. “If there is an event, the school can promote it so that more people would come.”
Until that happens, international students say they will continue to suffer discrimination on campus.
The support from the university begins before students even apply to the university. However, after they’ve on campus for a couple weeks, those services and support seem to disappear.
According to the school’s website, only 3 percent of the class is international. Antone is trying to increase that number by traveling around the world.
Antone visits high schools to recruit students that have not necessarily heard of the medium size school in Hamden, Connecticut.
Although he travels around the world, Quinnipiac students are mostly from Canada and China.
After Antone recruits students, they have to apply to the university and get all the paperwork needed.
After arriving at Quinnipiac, the school provides more services to the international students, however, that only happens in their early arrival.
During orientation – something that both domestic and international students have to attend – the Department of Multicultural and Global Education (DCGE) talks to international students about more resources they have, such as the documents they need to travel or work in the U.S., the Learning Commons and the Global Living program.
Global Living is a residence hall on campus for internationally minded students, which could include domestic students as well.
Hyun was one of the first residents to be apart of the Global Living program, and although he thought the initiative was a good idea, he believes the result wasn’t so great.
“Honestly, it didn’t go as well as we planned out,” said Hyun.
Since then, the program has improved and more people have wanted to be apart of it.
“It’s a really, really, really awesome experience,” said Kim, who lived in the Global Living her freshman year. “You get to learn about American culture and you can experience so many things with the other students.”
Along with the Global Living program, the university offers academic help for students in the Learning Commons.
Correa, one of the three Brazilian students at Quinnipiac, is enjoying his first semester at the university and all the resources it provides.
Jonas Correa, 20-year-old freshman civil engineering major from Brazil, has been a fan of this resource since he came to Quinnipiac.
“The English I’m doing ok with because I just have a lot of problems with writing, because of my dyslexia and all of that, so I have to go to the Learning Commons all the time, but I’m handling it.”
Correa also appreciates the support of faculty and staff, whether it’s inside or outside the classroom.
“The professors are really helpful. And the Learning Commons. Also, if I ever need to talk to someone, I’ve been going to counseling center sometimes to vent.”
DCGE also offers other resources and activities, such as:
Although Quinnipiac offers a number of services to support international students, the university is still failing in maintaining that support throughout the years those students stay at Quinnipiac.
There is still a lot that needs to be done to reduce discrimination on campus, educate domestic students and provide a better support for those whose native language is not English.
However, Hyun remains hopeful for the future international students that decide to come to Quinnipiac.
“I’m glad that people are reaching out to international students asking for insights,” said Hyun. “I want people to gain something from this and have a better knowledge of international students.”
By Shauna Golden
Sitting in a cubicle in the Sacred Heart University library, he heard what sounded like crying from a few seats over. As the cries grew louder, he could no longer ignore them.
He rose from his seat and temporarily abandoned his 15-page term paper. That was when he discovered the source of the cries: a young woman who was also studying for finals.
Cory Robinson, a second semester freshman at the time, is a member of the peer mentor program at Sacred Heart. As part of the program the school had trained him to help others struggling with mental health.
Approaching the young woman, Robinson asked her what was wrong. Overwhelmed by the stress of finals, she had started to break down. The two students exited the library and headed to the cafeteria.
Over a hot cup of coffee, Robinson offered his peer his support. He too was suffering from stress. As a mentor, he explained the counseling resources offered if she needed a little extra help, even if she just needed tools for stress management.
In the past five years, the number of students seeking counseling and psychological services in higher education has risen by roughly 30 percent, while student enrollment has grown by roughly 6 percent, according to the Center for Collegiate Mental Health. Many colleges and universities across the nation are struggling to meet this demand, and identify mental health a primary concern.
In fact, two-thirds of presidents and student affairs leaders say that mental health is their No. 1 concern outside of the classroom, according to a 2016 survey of 112 of these professionals from The Chronicle of Higher Education.
But universities have limited budgets to respond to this issue, and have had to make do and innovate with existing resources available to them.
The peer mentor program at Sacred Heart that Cory Robinson participates in is just one example of these innovative services. The use of therapy dogs to improve student well-being, is another approach that all of the schools use. Other examples include Sacred Heart’s “Zen Den” and Fairfield’s off-campus house for students recovering from substance abuse.
It’s clear that not all institutions are responding at the same pace.
At Quinnipiac University, some counselors admit that they are struggling to keep up with the demand, while peer institutions have successfully hired more counselors.
“We have had the same staffing since 2008, I believe, of five counselors” Quinnipiac University Health and Wellness Director, Kerry Patton, said. “So, due to the increase [of students seeking help], we’ve had a waitlist of one to two weeks for students to be seen.”
The International Association of Counseling Services recommends that colleges have at least one counselor per every 1,000-1,500 students.
Quinnipiac’s ratio is one counselor to every 1,800 students, which includes both graduate and undergraduate students.
Fairfield’s ratio is one staff member to every 403 students. Sacred Heart’s is one staff member to every 904 students. Both institutions only serve the undergraduate population.
Fairfield University Director of Counseling and Psychological Services, Susan Birge, criticized Quinnipiac’s current services. Birge believes the school advertises its counseling resources as better than they actually are.
Kerry Patton, Director of Health and Wellness at Quinnipiac, says she is aware that Quinnipiac is falling behind. Patton has recently introduced new group therapy programs, a new part-time counselor and educational program for resident assistants. Patton hopes to meet the suggested ratio requirement within the next few years, though the school must approve of the additions.
The most important practice that both Fairfield and Sacred Heart abide by in their services is the incorporation of mind and body.
“It’s all integrated. And so, that’s kind of what I think is ideal for a college campus,” Novella said.
Patton says she is continuously looking to services offered by schools, such as Sacred Heart and Fairfield, to follow their example.
At Sacred Heart University, therapy dogs Leo and Scooter can be found in one of the main buildings on campus. Every other Thursday, students can stop by to play with them.
Quinnipiac, Fairfield, and Sacred Heart all bring in therapy dogs on a regular basis.The practice continues to be one of the most popular, and most successful, resources of which students take full advantage.
According to Robinson, the program is referred to as (Can) (I)ne help SHU. The school develops these visits into a learning opportunity for students. Depending on the week, peer educators will discuss specific tools with students on topics such as time management and stress relief.
Quinnipiac University offers its students opportunities to play with therapy dogs Ben and Tucker on several days leading up to finals week in both the spring and fall semesters. The dogs are typically found in the student center.
Ben and Tucker are American Canine Club-certified Canine Good Citizens. Students can play fetch and run around with them for a 4-hour time window each day they are there.
Unlike students at Sacred Heart and Quinnipiac, students at Fairfield University do not have to travel to various buildings to see therapy dogs. Therapy dog Olivia can be found right inside the Counseling and Psychological Services Center several times a week.
She has her own office full of toys. There is no door attached to the door frame, so students are able to stop by to say hello either before or after their counseling session.
All three universities offer unique group therapy programs to their students. However, the programs are more successful at some schools than others.
At Fairfield University, there are eight different group therapy programs offered each semester. During the Spring 2017 Semester, the groups offered included: Understanding Self and Other, Recovery, Grief, Connections, CBT (Cognitive Behavioral Therapy) for Anxiety, CBT for Depression and The Power of Relaxation.
There was an average of five students who regularly attended each group therapy program. In total, 44 students attended group counseling at Fairfield University during the Spring 2017 Semester.
Comparatively, at Quinnipiac, there were only three groups offered during the 2016-2017 school year: A Mindfulness and Meditation Group Series, Hope and Healing Sexual Assault Support Group and The Art of Being Social.
Only one of the three groups was successful. According to Kerry Patton, the group therapy program for social anxiety was the one that seemed to draw students’ attention.
“We’ve been successful this semester. We’ve probably had a good handful, five or six students, that have been consistently coming,” Patton said, “So what’s great about that is that you’re meeting other students and they’ve been able to to connect with one another and do things outside of it, and that’s ultimately the goal, is to learn and be able to implement some of the skills you’re learning.”
Sacred Heart offers a unique space for their students to unwind and relax. The room, attached to the health center, is referred to as the “Zen Den”.
According to Jocelyn Novella, the Director of Counseling at SHU, the space is equipped with an mp3 player with a selection of guided meditation sessions, a massage chair, and a “stress eraser” biofeedback advice. The space offers students a space to rejuvenate their mental health before things become beyond their control.
“What we’re always trying to figure out is how can you work more on preventing people from getting worse […] if we can work on the side of prevention, you know, all the better,” Novella said.
The Zen Den, introduced just three years ago, has been a success thus far. However, one of the downsides of the space is that because it is located in the counseling center, not all students feel comfortable accessing it.
Looking toward the future, Novella would like to see the Zen Den located to a different location, such as a residence hall. Currently, students who do not use the counseling services are too uncomfortable having to go to the health center to use the Zen Den.
“We think other students are less likely to come in and use it if they don’t come to the counseling center because they’re scared about walking into the counseling center,” Novella said.
Novella believes having the space in a more accessible and neutral area may compel even more students to take advantage of this resource.
One mental health resource that is completely unique to Fairfield University is its Collegiate Recovery Program. The program, introduced to the university in 2013, provides a strict regimen for students recovering from alcohol and drug addiction.
“We have two houses off campus, they’re beautiful homes, they’re great, and we have students in recovery living there.”
The program began with only one house, in which seven students lived. However, the program was so successful within its first year that they recently added a second off-campus house. According to Susan Birge, this program is the first collegiate recovery program in the Northeast to provide housing for its participants.
“We have two houses off campus, they’re beautiful homes, they’re great, and we have students in recovery living there. It’s a very structured program, it’s not like a sober house,” Birge said.
“They have to be in individual and group counseling, they have to go to 12-step meetings, they have to have urine drug screenings routinely, they have to have a sponsor in their program, and they have to go to academic advising. So we want everyone to do really well personally and academically.”
Sacred Heart University is the only school out of the three that offers a peer education program to its students. The program is called s.w.e.e.t. The acronym stands for Student Wellness Education and Empowerment Team.
The team consists of undergraduate students from every grade who work to give fellow students the tools they need to be both physically and mentally healthy.
“What we have is, we do have a peer education program called s.w.e.e.t and that is actually part of the counseling center. So the nice thing for us is that these are students who are trained by one of our staff members and then they do a lot of our outreach for us,” Novella said, “So it’s kind of like the outreach arm of the whole wellness center.”
Cory Robinson, now a senior, joined the program his second semester of freshman year. Having struggled with mental health issues in both middle and high school, he felt inclined to give back.
“The resources I had in high school were in a peer mentorship [format] and they were extremely rewarding experiences,” Robinson said.
Robinson shared that although other student organization on campus provide social exposure and fun activities, he appreciates that the s.w.e.e.t program is able to discuss more serious topics. The program tackles a multitude of issues that are dependent on the time of year.
“We try to reduce the risk and have programs as often as possible, for things like registration, midterms and finals,” Robinson said. She has also been a mentor since her second semester of freshman year.
Amy Ricotta, a senior social work major, shares Robinson’s passion for participating in the peer education program.
She explained that providing support for fellow students is a large part of the peer education program. The s.w.e.e.t mentors understand that reaching out for help can be difficult. They do everything they can to assist others in need.
“If you want to [use the counseling services], go ahead, we’ll even walk you up there,” Ricotta said.
The s.w.e.e.t peer education program has been around since 2013 and grows each year. The program allows students to reach out for help to students their age who may have gone through a similar situation.
***
Today, as a senior, Cory Robinson works hard to provide as much care and support as he did to the student he found in the SHU library during his freshman year.
Over the past few years, he has watched parents grow more and more comfortable with sending their children to school. They are aware of the quality and variety of mental health resources provided with the school.
Though the demand for these services continues to increase, so does the school’s efforts to meet the demand. Robinson adds that students are content with how readily and easily accessible SHU’s services are.
As a student who proactively worked to help others in need as a peer mentor, Robinson is an example of how all schools should meet their students’ needs; by providing adequate mental health resources, colleges allow themselves to work on the side of prevention as opposed to having a large number of students who have reached a crisis point.
By Conor Roche
This October didn’t see much flu activity, even though it is the first month of flu season. However, the Centers of Disease Control (CDC) and Prevention reported on Thursday that November saw an increase of people who got sick.
The CDC said the Influenza A virus was the most commonly identified. The amount of identified illnesses was higher than usual for this time of the year.
To avoid getting the flu, Christy Chase, the director of student health services at Quinnipiac University, said everyone should get the flu shot as soon as they possibly can.
“We feel that the best time of the year to get it is October or November to get the flu vaccine,” Chase said. “A lot of places are offering it much sooner. But the efficacy of it is really six months, and what we find here in the health center is when we see most flu (symptoms) is March. So we want to try and carry it through that time when people are living in communal housing, so we find that we want to wait a little bit. The unfortunate problem is that a lot of the programs in the health sciences want them by Oct. 1, so we’ll probably have to adjust next year.”
Quinnipiac held several flu clinics in October and November for students and faculty. This year the school ordered 3,000 flu vaccinations. Chase said the turnout for the flu clinic was “great” as there are only 100 vaccinations left.
“It’s huge…I think this year we did better than last year,” Chase said.
Chase still wants to see more college students – especially those with other health problems – get the vaccination.
“I feel like (college students) don’t necessarily feel the need to get it,” Chase said. “We definitely, in just medical professionals across the board, people with diabetes, asthma or chronic conditions certainly should get it.”
Chase also doesn’t want people to feel discouraged from getting the vaccination because of possible side effects they have heard.
Photo credit: CDC
“You shouldn’t get the flu from it, but you might get a little bit of not feeling well as that’s your body trying to start its boost towards immunity for the flu,” Chase said. “It’s not always 100 percent effective as it’s based off of last year’s flu strain. If the strain has changed at all, then you could still be at risk, but that’s just how it is, there’s nothing we can do about that right now.”
38.6 percent of toddlers six months or younger have had the flu vaccination. 38.8 percent of children from six months to 17-years-old have received the flu vaccine. 38.5 percent of adults 18-years-old and older have received the flu vaccine, according to the CDC.
If you are a Quinnipiac student or staff member that hasn’t received the flu vaccination, Chase highly encourages you to make an appointment with the school’s health center before it runs out.
By Shauna Golden and Jenelle Cadigan
Walking into the student center, a winter wonderland appears just seconds after opening the door. Friendly snowmen line the tables, as do pine branches and glittering flakes of fake snow. Christmas music echoes throughout the building, playing softly behind the laughs and conversations that come from the students eating their dinner.
This scene is nothing new to Quinnipiac University. On Thursday, Dec. 7, Quinnipiac hosted its annual Holiday Dinner. The festive event has become a school tradition – a tradition that has been around for 33 years.
***
Jill Martin, professor of law and chair of the Holiday Dinner Committee, has been a part of the Holiday Dinner for all 33 years. In fact, she was one of the people that started the tradition.
“We wanted to get everybody together. It’s the one event on campus, frankly, that has both students, faculty, staff, administration, Chartwells, everybody on campus involved, or can be involved if they so choose,” Martin said. “And we wanted to offer something for the students before they left for the break and before they start their exams.”
Martin based the dinner off of several events she attended as a student at Keuka College. The school hosted a Christmas dinner for the students as well as an Italian dinner where the faculty served the students. Martin decided to use a combination of both as her template for the Holiday Dinner at Quinnipiac.
“In the beginning we played around a bit with the menu and we tried different things, and now we basically have the menu set,” Martin said. “This works really well and it’s a good menu, and you get roast beef or turkey and mashed potatoes with gravy and pasta.”
The Holiday Dinner requires an impressive amount of food preparation, according to Leean Spaulding, the director of dining at Quinnipiac. The staff starts preparing the meal the day before the event. The large food orders and decorations are ordered a month prior.
The food order includes: 320 pounds of roast beef, 560 pounds of roast turkey, 100 pounds of pasta, 15 gallons of marinara sauce, 20 gallons of alfredo sauce, 132 pounds of broccoli, 120 pounds of carrots, 440 pounds of mashed potatoes, 100 dozen dinner rolls and 186 assorted pies.
Preparation for the Holiday Dinner includes more than ordering the food. In fact, the Holiday Dinner Committee holds up to three meetings a year to prepare and organize, and none of it would be possible without the 120 volunteers that pitch in their time each year. For Martin, the students’ reactions are worth all of the dedication and hard work.
Currently, the school gives out 2,000 Holiday Dinner tickets to students. However, only about 1,500 students regularly attend the dinner. Martin would like to see the number grow within the next few years.
“We’d like students to know more about it because we really are trying to give something back to the students. We all know everybody’s stressed now. We all know how busy everybody is. We’re busy, we’re stressed too, but we wanted to do something for an hour to make you have a nice time,” Martin said.
