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Position Specification

University of Dayton

Dayton, OH

Assistant Vice President for Student Health and Wellness

Institutional Background The University of Dayton’s history is one of perseverance, tenacity, ingenuity and transformation. The school began with an act of faith more than 150 years ago. In the middle of a cholera epidemic, the Bishop of Cincinnati sent Father Leo Meyer, S.M., to minister to the sick at Emmanuel parish in Dayton. Here, he met John Stuart, whose daughter died of cholera the year before. Mr. Stuart wanted to sell his Dayton property and return to Europe. Father Meyer gave him a medal of St. Joseph and a promise of $12,000 in return for Dewberry Farm — 125 acres of vineyards, orchards, a mansion and farm buildings. On July 1, 1850, St. Mary’s School for Boys, a frame building that not long before had housed farm hands, opened its doors to 14 primary students from Dayton. Known at various times as St. Mary’s School, St. Mary’s Institute and St. Mary’s College, the school assumed its present identity in 1920. Starting in the 1960s, the University began acquiring hundreds of single-family homes and duplexes in the neighborhoods adjacent to campus for student housing, extending the campus to Brown Street. In 2007, the University built five new townhouses and renovated four homes in a Citirama project with the Home Builders Association of Dayton. In 2005, the University acquired a 49-acre parcel of land for $25 million that had once housed the cash register factory complex of the NCR Corp. The purchase extended the University’s boundaries west to the Great Miami River and increased the total acreage to 216 acres. In 2009, the University announced the purchase of another 115 acres from NCR for $18 million, including the former NCR World Headquarters and Old River Park, the former NCR employees’ recreation area, extending the campus to 373 acres. The former NCR world headquarters, renamed as the 1700 South Patterson Building, now houses the University of Dayton Research Institute, classrooms, offices and meeting space. In 2013, Midmark Corp., a provider of medical, dental and veterinary healthcare equipment, moved its corporate headquarters to the building. In 2010, GE Aviation announced it would build the $51 million Electrical Power Integrated Systems Center, a research and development facility, on eight acres of campus, becoming the first major new development on former NCR land.

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In 2015, the campus totaled approximately 400 acres and included 50 academic, research, athletic and administrative buildings, five residence halls, 23 student apartment complexes and 461 residences, including 341 University-owned residences. Mission Statement The University of Dayton is a top-tier Catholic research university with academic offerings from the undergraduate to the doctoral levels. We are a diverse community committed, in the Marianist tradition, to educating the whole person and linking learning and scholarship with leadership and service. Our faith builds communities. Together, we transform the world. The Marianists are a worldwide family of Catholic brothers, priests, sisters and committed lay people. Their spirit of faith, community, service and hospitality defines this campus. For more than 160 years, the Marianists have enriched our community, creating a welcoming and inclusive campus where faith is best communicated through personal relationships. Every person, no matter their faith or background, is treated with respect and openness. We strongly believe that education can transform society if people work together in a common mission. We encourage students to use their education and faith to work for justice, serve others, and, yes, even change the world. Core Beliefs The University of Dayton is a comprehensive university Committed to being an educational community that:

offers a broad range of undergraduate programs and selected graduate and continuing education programs;

views learning and scholarship as a shared task of discovering, integrating, applying and communicating knowledge; and

emphasizes learning and scholarship at the intersections of liberal and professional education, of the disciplines, and of theory and practice.

As a comprehensive university, we commit ourselves: to educating students within a vibrant learning community; to strong programs in both liberal arts and sciences and the professional disciplines; to collaboration across disciplinary and organizational boundaries. As a community, we are dedicated to excellence in teaching and seek to share it, critically review and evaluate it, and together transform our practices of learning and teaching. We are also dedicated to excellence in creating new knowledge, integrating this knowledge across disciplinary boundaries, and applying it creatively to meet human needs. We are responsive and serve the needs of our community and region. Our pursuit of learning and scholarship is characterized by academic freedom and professional responsibility.

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The University of Dayton is a Catholic university Committed to a Catholic vision of learning and scholarship including:

a common search for truth based on the belief that truth is ultimately one and can be more fully known through both faith and reason;

a commitment to the dignity of the human person as a creative and social being created in the image and likeness of God; and

an appreciation for the ways creation, people, communities, and the ordinary things in life manifest, in a sacramental manner, the mystery of God.

A Catholic vision of the intellectual life springs ultimately from the revelation of God in Jesus Christ. The Incarnation obliges and frees Christians to continue uniting the human and the divine, to integrate learning and scholarship, to explore the implications of the Gospel for all of human culture while honoring academic freedom. The University, as Catholic, carries out its mission in communion with the Church, the believing community in and through which revelation is received, lived, and handed on. The relations between the University and the Church are marked by mutual trust, close and consistent collaboration, and open dialogue. The University, as Catholic, also relies on the presence and work of people from other religious traditions, indeed, all people of good will, in discovering what is true, cherishing what is good, and enjoying what is beautiful.

The University of Dayton is committed to the Marianist tradition Committed to the Marianist tradition of education that includes:

educating the whole person through a learning community of challenge and support;

connecting learning to leadership and service; and

collaborating for adaptation and change Marianist educational communities support the full development of their members. In linking learning and scholarship to leadership and service, we seek to be a leaven for good in our world. In the Marianist tradition, leadership is service, and leaders seek to lead with virtue. As a community of responsible inquiry, we create an environment in which our members, working in a scholarly manner, are free to evaluate the strengths and weaknesses of their work, the work of others, and the trends in our society. The University encourages its members to judge for themselves how institutions are performing their purposes, to expose deficiencies in their structures and operations, and to propose and actively promote

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improvements when these are deemed necessary. The University encourages its members to collaborate in building community and to join in a quest for a more perfect human society. Collaboration for adaptation and change recognizes the diverse gifts and talents of all members of the community and brings them together to realize a common mission in the midst of new and challenging circumstances. Leadership Eric F. Spina, Ph.D., President

Dr. Spina was unanimously selected by the board of trustees in September, 2015, and took office July 1, 2016. He came to the University of Dayton following a distinguished, 28-year career at Syracuse University, a private national research university with a total enrollment of more than 21,000 students. At Syracuse, Dr. Spina was responsible for all aspects of its academic and research mission, serving as vice chancellor and provost for nearly nine years. His responsibilities included oversight of 11 colleges, enrollment management and student retention, international programs, information technology, and corporate and

foundation relations. As vice chancellor, he also was deeply involved in major gift fundraising; alumni, government and community relations; integration of student affairs with academic affairs; budget and planning; athletics and more. When Dr. Spina stepped down as vice chancellor in December 2014 to pursue his longtime goal of becoming a university president, he was appointed Trustee Professor and vice chancellor and provost emeritus. A Roman Catholic and native of Buffalo, New York, Dr. Spina has 12 years of Catholic education, and graduated from Canisius High School, the Jesuit institution in Buffalo. He earned doctor’s and master’s degrees in mechanical and aerospace engineering from Princeton University and a bachelor's degree with university honors in mechanical engineering from Carnegie Mellon University. He began his career at Syracuse as a faculty member in the College of Engineering and Computer Science, earned tenure and was named chair of the Department of Mechanical, Aerospace and Manufacturing Engineering. In 2003, he was appointed the Douglas D. Danforth dean of the College of Engineering and Computer Science, a position he held until his appointment as interim vice chancellor and provost in July 2006 and vice chancellor and provost in 2007. In 2013, Spina also served as interim chancellor and president. As a mechanical and aerospace engineer, Dr. Spina has more than 20 years of research experience in experimental fluid mechanics, ranging from the fundamentals of simple canonical flows to flow control methods. He has served as principal or co-principal investigator on grants from the National Science Foundation, NASA, and EPA, including NSF research awards and several projects that have resulted in innovative educational partnerships with industry. He holds two U.S. patents, has published more than 30 refereed archival and conference papers, and has edited books and conference proceedings. His most important work is on the physics of high-speed turbulent boundary layers, which culminated in a paper in the Annual Review of Fluid Mechanics.

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Dr. Spina also had a leading role in developing university and state initiatives in indoor environmental quality and environmental quality systems. He was deputy director of the Environmental Quality Systems Center at Syracuse, and served on the board of the Center of Excellence in Environmental and Energy Systems. In recognition of his work, Syracuse awarded Dr. Spina one of its highest honors — the Chancellor’s Citation for Outstanding Contribution to the University’s Academic Programs. Spina has also been honored by NASA and the National Science Foundation and has received numerous department, college and University teaching awards. He and his wife, Karen, have two children, daughter Kaitlyn and son Emery.

The Academic Program Learn to do. Do to learn. No matter which degree students pursue, they are challenged to open themselves to the world and learn from firsthand experience. Whether it’s conducting research with professors, investing $20 million of the University’s endowment or bringing sustainable technologies to developing countries, UD students are encouraged to leave the classroom and enter the world’s workshop. College of Arts and Sciences As the largest academic unit at UD, the College of Arts and Sciences offers undergraduate and graduate degree programs across the arts, humanities, natural sciences and social sciences. Each program is rooted in our Catholic traditions and Marianist heritage to promote lifelong intellectual, personal and professional growth. School of Education and Health Sciences The School of Education and Health Sciences blends educational theory, practice and Marianist principles to develop leaders who will make a positive difference in education and health sciences. School of Law The University of Dayton School of Law provides a broad base of legal knowledge, extensive practical experience and professional values, giving you a strong foundation on which to build a fulfilling career and a more just world. School of Business Administration The School of Business Administration uses an integrated curriculum committed to ethical learning, leadership, and service, providing the well-rounded education you need to succeed in today’s business world — and tomorrow’s.

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School of Engineering The School of Engineering is renowned for its research and technology capabilities — collaborating with some of the world’s largest Fortune 500 companies — and producing engineers who make a difference through leadership and service. Libraries The University of Dayton Libraries, consisting of Roesch Library, Marian Library/International Marian Research Institute, and University Archives and Special Collections, are the University’s principal center for the collection, dissemination and preservation of diverse information resources, Catholic and Marian collections and research, and the University’s historical record. The 2016 – 2017 Student Body Full-time undergraduate enrollment 7,896

Female - 48%

Male - 52%

Part-time undergraduate students 457 Graduate and law enrollment 2,196 Total enrollment 10,828 Total residents in University-owned housing 80% Class of 2021 The University received more than 2,200 deposits for the class of 2021 — a new record and a 24% increase over last year. Approximately 16% of the class identifies as domestic students of color — an increase of 5% from last year.

male: 52%

female: 48%

Ohio: 47%

out of state: 53% Athletics The University of Dayton participates in NCAA Division I athletics. The football team competes in the Division I FCS non-scholarship Pioneer Football League, women's golf plays in the Metro Atlantic Athletic Conference and all other sports compete in the Atlantic 10 Conference. Our basketball teams reached the Elite Eight in 2014 (men) and 2015 (women), and 10 teams have advanced to the NCAA postseason in the last decade: baseball, men’s and women’s basketball, men’s cross country, football, men’s and women’s soccer, women’s track and field (indoor and outdoor), and volleyball.

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An Overview of the Division of Student Development Leadership Bill Fischer, J.D., Vice President for Student Development

Bill Fischer currently serves as vice president for student development at the University of Dayton, where he provides leadership for 180 full-time employees, 37 graduate assistants and 540 undergraduate student employees and oversight for student development programs and services including housing and residence life, multicultural affairs, community standards and civility, sexual violence prevention education, health education and wellness promotion, the center for alcohol and other drugs resource and education, the counseling center, health center, campus recreation, new student programs, Greek life, student activities, the student union, public safety, and planning and assessment initiatives. He joined the University of Dayton in November 2008 as associate vice president for student development. He has held previous leadership positions in student affairs at Johnson & Wales University, Massachusetts Institute of Technology (MIT), Northeastern University, University of New Hampshire, and Illinois State University. Bill has approximately 18 years of experience in higher education with specialty focus on student conduct and conflict resolution systems, crisis and risk management, and law/policy issues in student affairs, including Title IX and sexual

harassment. He has previously held adjunct faculty appointments at Northeastern University and Suffolk University teaching on the topic of law and higher education. Bill also has extensive background and experience as an educator, trainer, and coach in conflict resolution. He received his formal training in mediation at Seton Hall University School of Law. He currently serves as a mediator in Dayton, OH for a community based mediation program. Prior to his tenure in higher education, Bill was engaged in the full time practice of law for approximately ten years. He was a principal in the law firm of Matthews, White & Fischer in New Jersey. Bill is an active member of the Association for Student Conduct Administration (ASCA), having served on its board of directors in various capacities over seven years, including president. In 2015, Bill was recognized for his outstanding contributions to the ASCA by receiving the Distinguished Service Award. His other professional association affiliations include Student Affairs Administrators in Higher Education (NASPA), National Association of College and University Attorneys (NACUA), and the Association for Student Affairs in Catholic Colleges and Universities (ASACCU), where he currently serves on the board of directors. Bill earned his B.A. degree from Villanova University and his J.D. degree from Seton Hall University School of Law. Vision Discover, Practice, Create Community Mission The Division of Student Development is a community of professionals, called to serve as a resource and partner for student learning in the Catholic and Marianist tradition. We challenge students to construct communities of purpose, exhibit practical wisdom, and practice servant leadership as they integrate personal and social responsibility with academics and faith formation. We support students by assisting in the co-creation of a safe and healthy environment where differences are respected and celebrated. We encourage students to discover their vocation as they develop the skills needed to contribute as members of a global society.

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Core Values

Character

Community

Faith

Health and Wellness

Inclusion

Innovation

Leadership

Learning

Professional Practice Learning Outcomes Experiential Wisdom Drawing on the practical skills that students learn in their co-curricular experiences, students will develop creative and effective strategies to address academic, workplace, individual and community needs. Community Engagement Students will demonstrate the knowledge, skills, and dispositions of a Marianist education through active community participation, collaboration and service. Healthy Living Students will exemplify appreciation for the dignity of each person and the common good by engaging in healthy behaviors, making purposeful decisions and contributing to environments that promote health and reduce risk. Multicultural Development Students will demonstrate an understanding of their own and other’s identities, have meaningful cross-cultural experiences, and reflect on and address individual and structural barriers to equity and inclusion. Statement of Inclusive Excellence The Division of Student Development recognizes the educational benefits of diversity for students, faculty and staff. We are committed to engaging in reflection, dialogue and experiences that both challenge and affirm multiple perspectives. Our Marianist Charism calls us to value the dignity of every person and to advocate for social justice. Organizational Structure of the Area The Assistant Vice President for Student Health and Wellness has six direct reports:

Administrative Assistant

Director of the Counseling Center o Administrative Assistants (2) o Psychologists (4) o Licensed Mental Health Counselors (2) o Doctoral Interns (2) o Graduate Students (8)

Medical Director of the Health Center o Administrative Assistants (3) o Registered Nurses (8) o Physicians (2)

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Director of Campus Recreation o Professional Staff (9) o Graduate Assistant o Undergraduate Student Staff (250)

Director of the Center for Alcohol and Other Drugs Resources and Education o Administrative Assistant o Professional Staff (3) o P.T. Professional Staff (1) o Graduate Assistant

Coordinator of Health Education and Wellness Promotion o Graduate Student o Undergraduate Interns (3)

History of the Position Historically, the Assistant Vice President for Student Health and Wellness also served as the Director of the Counseling Center. Effective July 1, 2017, the Counseling Center will have its own director, thereby allowing the Assistant Vice President to be the strategic visionary for all aspects of health and wellness. Responsibilities of the Position Reporting to the Vice President of Student Development, the Assistant Vice President for Student Health and Wellness provides visionary and strategic leadership for a holistic, multidisciplinary approach to student health and wellness, including administrative support and leadership for the Counseling Center, Student Health Center, Campus Recreation, and Community Wellness. The position is responsible for planning, implementing, and evaluating health promotion strategies, interventions, policies, programs, and services that address the needs of the student community; serves a critical role in student advocacy, leadership, staff development, strategic planning, student conduct, and campus culture; advances, and revises as appropriate, the Health and Wellness learning outcomes and unified annual theme; serves on the Vice President of Student Development’s cabinet and represents the division on university-wide committees. The Assistant Vice President for Student Health and Wellness manages a $4.5 million budget and is responsible for 36 full-time employees (including six direct reports), three part-time employees, and approximately 50 student employees.

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Specific duties and responsibilities as enumerated in the University’s official position description include: Strategic Vision (40%)

Guide the development and implementation of a comprehensive, multidisciplinary, holistic wellness program.

Develop a strategic vision and unified health theme that evolves to the needs and issues facing a diverse student population. Current program development, prevention, intervention, and learning focus is centered on assisting students in achieving life balance by engaging them in experiences that facilitate meaning making and growth including identifying beliefs and social norms that impact personal choices across physical, mental, and social wellness dimensions, as well as assisting students in developing the knowledge, skills, and support structures to adopt, practice, and maintain wellness enhancing behaviors.

Stay current on trends and topics facing higher education and student affairs, as well as the impact and interface of health and wellbeing.

Leverage financial resources and policy development that integrates the division’s goals and objectives and supports the University mission.

Engage and support outcomes assessment of student development learning goals.

Coordinate the development of long-range, formative and summative assessment of health and wellness outcomes, coupled with best practices to make data driven decisions.

Advocacy (20%)

Advocate for student success by creating and maintaining a healthy campus environment, as well as creating an avenue to educate faculty and staff.

Champion for innovation, technology, human and financial resources needed to serve the student body.

Develop strong relationships to increase co-curricular opportunities with academic and other university departments and programs.

Partner with community stakeholders to create a wider network of support and success channels to achieve health and wellness centered outcomes.

Personnel Development (20%)

Provide leadership, direction, and oversight in accordance with the mission, vision, and goals of the department, division, and University, to include support of professional development.

Foster and promote an integrated team approach.

Provide for educational development, as well as on-going performance feedback for direct reports to promote growth and improved performance.

Empower staff through the provision of tools, training, resources, and encouragement, while allowing for creativity and autonomy in daily work.

Establish open lines of communication. Cabinet Duties (20%)

Serve as a member of the vice president’s cabinet, providing counsel and support for wide ranging topics that impact the division and student body.

Serve as a member of the division’s Crisis Response Team.

Proactively contribute context toward the creation of the academic calendar, centered on a perspective that best serves the wellness and learning environment for students.

An Overview of the Portfolio Please see the Organization Chart on the next page.

Division of Student Development WilliamM.Fischer,J.D.

VicePresidentofStudentDevelopment

Chris>neH.SchrammAssociateVicePresidentofStudentDevelopment

andDeanofStudents

DebraP.MonkAssociateDeanofStudentsandDirectorofCommunityStandards

andCivility

StevenT.HerndonAssistantDeanofStudentsand

Execu>veDirectorofHousingandResidenceLife

PaJyL.Alvarez,Ph.D.AssistantDeanofStudentsandDirectorofMul>culturalAffairs

LindsayMaxamAssistantDeanofStudentsforCaseManagement

KristenAltenauKeenAssistantDeanofStudents

forEduca>on,SupportandStudentEmpowerment

Vacant

AssistantVicePresidentofHealthandWellness

MelissaLonginoDirectorofCampusRecrea>on

VerniqueJ.Coleman-StokesDirectoroftheCenterforAlcoholandOtherDrugResourcesandEduca>on

SarahDeWiJCoordinatorofHealthEduca>onand

WellnessPromo>on

MaryP.Buchwalder,M.D.MedicalDirectoroftheHealthCenter

RebeccaA.Cook,Ph.D.DirectoroftheCounselingCenter

CariS.WallaceAssistantVicePresidentofStudent

Development

AmyD.Lopez-MaJhewsExecu>veDirectorofCenterfor

StudentInvolvement

Re'ShandaGrace-Bridges

DirectorofNewStudentPrograms

EdelM.Jesse,MBA.DirectorofCommunica>onsand

CommunityRela>ons

BrianTurnerDirectorofInforma>onTechnology

Daria-YvonneGrahamDirectorofStudentLeadershipPrograms

ChiefRodneyChatmanExecu>veDirectorofPublicSafety

ChiefofPolice

MajorSavalasKiddDirectorofPoliceOpera>ons

MajorDavidSchaeferDirectorofAdministra>onandSecurity

AnneJeMitchellAdministra>veAssistant

Jus>nKeenDirectorofAssessmentandPlanning

DeniseRojasDirectorofBudgetsandFinancialOpera>ons

DarleneHolderDirectorofParkingServices

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Qualifications and Characteristics of the Successful Candidate Minimum qualifications include a master’s degree in higher education, student affairs administration, public health administration, or a related field; five years of progressive experience in higher education leadership; proven leadership experience in one or more of the assigned areas of responsibility; broad understanding of student affairs and a personal calling to develop and serve students; working knowledge of current risk management standards, confidentiality, and legal practices with regard to the respective areas; and a strong emphasis on student development theory. Preferred qualifications include a doctorate in a related field; licensure as a psychologist, chemical dependency counselor, or clinical counselor; seven to ten years of progressive experience in higher education leadership; effective communication and interpersonal skills, intercultural competence, and knowledge of and sensitivity to a Catholic and Marianist campus environment. In addition to qualifications noted above, the following characteristics and attributes were identified by various stakeholders when considering the position of Assistant Vice President for Student Health and Wellness:

Demonstrate a commitment to student educational success and possess an understanding of the needs of today’s college students;

Hold a deep respect for an integrative health care model in which counseling/mental health and medical health services are closely aligned and operate with as much collaboration as professional standards of care and ethics allow;

Must be comfortable with data collection, analysis, and data-driven decision-making—and the systems and assessment measures that support these processes;

Be comfortable in a high visibility role on campus and capable of building relationships and trust with many constituents;

Possess a vision for, and understanding of, the role of wellness education within a higher education campus community—appreciate the importance of proactive educational outreach and possess the teaching, presentation, and programming skills to deliver content adapted to the needs and interests of varied audiences—e.g., prospective students, family members, new and returning students, student leaders, residential life staff, faculty, etc.;

Demonstrate a confident, relaxed, caring, warm, diplomatic, and approachable persona, even in the face of stressful situations;

Understand accommodative services and the interplay between these support structures in the university setting with that of counseling and health services;

Be an effective and flexible team player, respected by colleagues;

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Have professional training and clinical experience dealing with issues of sexual assault and substance abuse;

Be familiar with state licensing requirements, regulations, and compliance issues governing professional ethics and standards of care in the area of counseling/mental health services;

Demonstrate strong managerial skills as related to systems-thinking, staffing patterns and needs, budget management, student services, and program development;

Maintain a commitment to continuous improvement and professional development—be actively engaged in professional associations and alert to evolving trends and emerging best practices.

Priorities, Challenges, and Opportunities of the Position In transitioning to the University of Dayton, the new Assistant Vice President for Student Health and Wellness will encounter the following opportunities, priorities, and challenges:

UD is a close-knit, highly collaborative campus community. Upon arrival the new Assistant Vice President for Student Health and Wellness should intentionally spend time connecting with reporting directors and their staff, key campus colleagues, student leaders, other student development offices, and senior leaders at the institution to build the relationships that are critical to success in this leadership role;

Develop a strategic plan for the Student Health and Wellness portfolio, complete with shared mission, vision, values, and goals that serve the comprehensive student health and wellness services at the University of Dayton;

Design a staffing pattern to leverage the talents and abilities of staff while also assuring adequate service coverage throughout the year;

Continue working with the Information Technology staff to develop, implement, and ensure the optimal utilization of a specialized database being constructed to support the data management needs of the Student Health and Wellness portfolio;

Provide ongoing support for open communication and collaboration, as well as cross-training of staff within the reporting units as appropriate—build a strong and resilient team;

With regards to counseling modalities, support different approaches by staff members thus offering students some choice in therapeutic options;

Recognize that demands for counseling and health services among students are continuing to grow at UD in line with national trends—exercise creative approaches in addressing growing needs by introducing proactive outreach, wellness promotion, and educational programs (speaking to groups, utilizing train-the-trainer techniques, enhancing web-based resources, etc.) directed to students, faculty, and the broad campus community;

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Conduct student surveys related to health, wellness, alcohol, and substance use on a regularly scheduled basis, analyze collected data, benchmark against other peer institutions, and utilize this information to shape ongoing goals and priorities for the Student Health and Wellness portfolio;

Review current policies and protocols—including “on call”—to ensure all are up-to-date, in line with national best practice, and consistent with campus culture, mission, and practice;

Establish clinical supervision, training opportunities, and regularly scheduled meetings with individual staff members, teams, and all staff as appropriate to support a positive culture, conducive to innovation and continuous improvement;

Build strong working and referral relationships with regional health care professionals and service providers;

Be an active, engaged member of the campus community—regularly attend student functions, sporting events, lectures, etc. to maintain visibility, build relationships, and support the out-of-classroom experiences that are so important to a vital, residential academic community;

Maintain an open line of communication with the Vice President of Student Development ensuring appropriate information regarding Student Health and Wellness activities/services, resources, outcomes, and response to critical issues are conveyed in a timely, professional manner and that ample opportunity for collaboration and mutual problem-solving is afforded.

Measures of Success for the Position The following items will define the success of the Assistant Vice President for Student Health and Wellness at the end of the first year of employment:

Through an active engagement with the broad UD campus community and commitment to outreach and relationship-building, the Assistant Vice President will be well-known and appreciated by immediate staff of the Student Health and Wellness portfolio, as well as colleagues throughout the Division of Student Development, student leaders, faculty, and staff;

A shared vision and overarching plan for the portfolio has been formulated with staff input, approved, and advanced;

There is a demonstrated effort by the Assistant Vice President to build a strong and positive network among other regional health care providers and agency personnel;

Campus community members will be comfortable making referrals directly to the Assistant Vice President and/or Student Health and Wellness staff as trust and confidence in the mission, service, professional skill set, and respect for confidentiality has been well-established;

Overall satisfaction among individuals who interact with Student Health and Wellness units is high;

Office morale of staff throughout the portfolio is high and the overall reputation of Student Health is characterized as welcoming, supportive, and caring;

The Assistant Vice President is regarded as a highly responsive and collaborative member of the Division of Student Development and regularly contributes to divisional staff meetings and special events, including new student orientation and annual retreats.

Benefits Overview

Health care programs

Vision insurance

Dental insurance

Retirement benefits

Life insurance

Short- and long-term disability insurance

Sick leave, salary continuation, and leaves of absence

Flexible spending account for medical and dependent care expenses

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Tuition Assistance

Adoption reimbursement

Child care

Employee assistance program

Wellness program.

Athletic ticket discount

On-campus conveniences: dining facilities, post office, bookstore, fitness center (RecPlex), automated teller machines, credit union, and library

Application and Nomination

Applications, including a position-specific cover letter and resume, may be submitted online at http://www.spelmanandjohnson.com/. Nominations for this position may be emailed to James M. Norfleet at jmn@spelmanandjohnson.com. Applicants needing reasonable accommodation to participate in the application process should contact Spelman Johnson at 413-529-2895.

Spelman Johnson

Assistant Vice President for Student Health and Wellness – University of Dayton James M. Norfleet, Search Associate

Visit the University of Dayton website at www.udayton.edu

To attain its Catholic and Marianist mission, the University is committed to the principles of diversity,

inclusion and affirmative action and to equal opportunity policies and practices. As an Affirmative Action and Equal Opportunity Employer, we will not discriminate against minorities, females, protected

veterans, individuals with disabilities or on the basis of sexual orientation and gender identity.

Spelman Johnson has prepared this document based on personal interviews and information copied, compiled or quoted in part from source documents obtained from our client institution, and as such, the contents of this document are believed to be reliable. While every effort has been made to ensure the accuracy of this information, the original source documents and factual situations

govern, and the material presented here should be relied upon for informational purposes only.