Camp Out for Hunger was a great success! We had 42 campers braving the elements to get a small sense of the homeless plight. As the breezes increased off of Lake Michigan, what once seemed like a campout turned into critical survival skills in staying warm. Making sure that we were safe and warm all night, Harvey Shine churned the fires while we drifted to sleep around 3:00 A.M in our boxes and chairs. Thank you to all the contributors and College family that braved the elements, and a special thanks to Dr. Patterson, Justin Patterson and Martin Martinez for cooking us a hot breakfast the morning after. Our goal was to raise awareness for hunger and homelessness – mission accomplished!
The “CCSJ Food Fight for Hunger” Competitive Food Drive was a success as well as the other events that took place last week.
Sorry Guys! Girls Win!!! The girls brought in a total of 517 food items, and the guys brought in a total of 366 food items. We included 110 dollars of monetary donations in the count at a dollar per item. The total was 883 items! The Campout for Hunger was a huge help in raising our food item counts. These donations will go towards starting a CCSJ student food pantry to help our students in need. If you know a student who is struggling and in need of food, please send them to Br. Jerry Schwieterman.
The members of GIVE also raised over $120 dollars for the St. Joseph soup kitchen located on Hohman Avenue in Hammond Indiana.
On Friday, November 9th, GIVE, along with members of the Paralegal Club went to Sojourner Truth House in Gary, IN, a day center for homeless woman and children. Sister Loretta Schleper put us to work! Students helped the house move all of their furniture on the main level so that their floors could be waxed, pulled weeds to beautify the area, helped organize the storage garage, and helped in the clothes closet. Many of the same students that were up bright and early for this day of service also participated in the Campout for Hunger. Now that’s dedication!
I am so very proud of our students! They are really getting involved to better the surrounding communities and the campus life here at CCSJ.
I also wanted to give a special thanks to all of the staff and faculty members who have shown their support with all of the recent service activities. Part of our mission here at CCSJ is to reach out to those in need and to help our students get a better understanding of how their actions affect others and their own futures. When we have successful events that involve outreach, it is a testimony that we are doing our jobs and serving our students wholeheartedly.
On Wednesday September 12th, and Thursday, September 13th from, Calumet College of St. Joseph hosted its 1st Annual “Operation Raise Awareness” Volunteer Fair. This event was held on two separate days so that we could include as many organizations possible and reach the greatest number of students and community members. Bringing different non-profit organizations together to celebrate volunteerism has strengthened our mission and engaged our students and community members in a deeper understanding of the meaning behind the service they take part in.
A special thanks to Chris Eller Esparza for helping to plan the event and to the following organizations for participating:Haven House, NWI Community Action, The Arc of NW Indiana, Communities in Schools, Habitat for Humanity, Harbor Light Hospice, Sojourner Truth House, International Community Alliance, Lake County Community Corrections, Meals on Wheels, Indiana Parenting Institute, Association for the Wolf Lake Initiative, Innovations in Learning, the Salvation Army, the Humane Society, Food Bank of Northwest Indiana, Catholic Charities, Geminus Youth Prevention Services, VITAS Innovative Hospice Care, Home Sweet Home Forever Pet Assistance, Our Youth Ready: Youth Empowerment Project, and the Girl Scouts of Greater Chicago and NW Indiana.
On Friday September 21st The Office of Servant Leadership and the student club G.I.V.E. (Get Involved, Value Everyone), put together the 1st CCSJ Day of Caring sponsored by the Lake Area United Way. Over 50 CCSJ students, mainly freshman, were at CCSJ bright and early to reflect upon the upcoming service activity and eat breakfast together, which was donated by Pete’s Fresh Market, Costco, Ultra, and Strack n Vantil’s. The groups then traveled to 8 different non-profit organizations within NW Indiana to volunteer. The Salvation Army, Su Casa Youth Cultural Center and Geminus Center, Catholic Charities, the Association for the Wolf Lake Initiative, The Girl Scouts of Greater Chicago & NW Indiana and The Arc of NW Indiana, and Sojourner Truth House were the organizations that provided various service activities to include phone surveys, painting, yard work, cleaning, and organizing.
I was able to travel to each site to check in and was happy to see each student working away without any complaints. They were engaged in their jobs, and building relationships with their classmates and the employees working at the organizations. Overall, CCSJ’s Day of Caring was a huge success. Students were involved and learned about the organization they dedicated their time to. Our hope is that students will continue to reach out and lend a helping hand within their communities, but also learn to reflect and fully understand why it’s important.
Special thanks to Chris Eller Esparza, the Volunteer Coordinator at the Lake area United Way, for helping us make this our first successful Day of Caring!
The Education Department has implemented a Summer Reading Program since the Summer of 2010. During the first year of the program we had a morning and evening session. The two sessions supported the needs of our Day and Evening Cohort Candidates. Teacher candidates participate in methods courses which mandate Clinical experiences. Since year round schools and evening classes for P-12 students are limited, the Education Department decided to open up the doors of the college to the community and offer small group instruction to children in the community who may need additional academic instruction to meet required academic and developmental standards. Each year the program was based upon a theme. In 2010, the theme was, “A Snowy Day, in 2011, Llama Llama Pajama, and this year, Olympics in London 2012. Reading Instruction was based upon the aforementioned themes and candidates developed lesson plans and taught according to required academic and developmental standards. The program is usually implemented from June to August and serves students in kindergarten thru eighth grade.
Last year, the Education Department received a grant from the School City of Hammond which helped with finances to support the program. As a result of the grant, we added an electronic assessment which allows for monitoring progress of students who are enrolled in the program over time. Students take a pretest at the beginning of the program and a posttest at the end of the program. As a result of the pretest, teacher candidates develop methodologies and strategies which support the needs of individual students, for the pretest allows candidates to determine which academic standards should be addressed. After several weeks of instruction a post test is implemented to determine the growth of each individual student. When evaluating the difference between the pretest and posttest scores, it was confirmed that there was a significant difference in student progress as a result of participation in the program. Parents have been very pleased and as a result, The Education Department has gained a reputation for assisting students in the community improve academic performance in schools.
This year we implemented two programs. One program was the Summer Reading program and the other is a Saturday School program. The Summer Reading Program was geared towards enhancing skills in reading and language arts. The Saturday Program, which is still in progress focuses on all academic areas (math, science and social studies) which were integrated with reading and language arts. The Summer Reading Program was implemented Monday thru Thursday from 10:30 until noon and Cohort students provided instruction for this program. The Saturday Program is currently implemented on Saturdays from 10:00 am to noon. MAT Teacher Candidates provide instruction for this program and address all academic areas when providing instruction.
Each year at the end of the Summer Program, The Education Department faculty and staff along with teacher candidates implemented an Awards Day Program. Parents are invited to observe the accomplishments of their children. This year the program benefitted from a huge amount of parental support. There was standing room only during the Awards Day Program. In addition, the Education Department was also supported by the organization, Communities in Schools of East Chicago which donated gold medals and jumpdrives for parent packets which were also distributed during the Awards Day Program.
One additional component to both the Summer Reading Program and the Saturday Program was professional development opportunities for parents. A schedule was developed to offer professional development on a number of topics such as Resume Development, Programmatic Opportunities for Parents, College Bound and 21st Century Scholars, Dual Credit Information: Choosing the Right College, Motivating Kids, among other workshops.
The Summer Reading Program and The Saturday Program both focus on enhancing reading and other academic area skills of students in grades kindergarten thru eighth. Our goal is to improve the academic performance of students in the community. We would further like to prepare each individual to succeed as they move forward to the next grade level in their educational careers beginning in the fall. In addition we would like to change the lives of families by empowering them as through personal and professional growth. All of which is aligned to our Social Justice Mission.
Dr. Robert John Zagar shares his service to the global community:
“I just finished editing the current issue of Behavioral Science and the Law, a Wiley, peer reviewed scientific journal; this issue is entitled “International Aspects of Adolescent Crime,” which we began 24 months ago. Ken G. Busch, MD, went to Brazil and presented our work on homicide; Alan Felthous MD, went to Germany, and I presented in Stockholm. Then we sent out 400-500 emails to solicit contributors, reviewed dozens of papers until we found the last group. The collection of papers stretches from China to Norway to the US.”
Below you can read the article:
International Perspectives on Juvenile Crime
Robert John Zagar, Ph.D., Kenneth G. Busch, M.D., and Alan R. Felthous, M.D.
Globally citizens fret over crime, education, and taxes, while one issue unites all, crime. Around the world, delinquents commit a majority of crime (Sellin & Wolfgang, 1968), hence the topic in this issue of Behavioral Sciences and the Law. Across continents and countries, leaders, taxpayers, practioners, and others seek practical solutions to predicting and preventing delinquency and estimates of the insurance and tax costs for planning. After a century of study, a clearer picture exists for decision makers. There is evidence of how to find violent youth, what diverts delinquents, and what it costs. Worldwide, advances in diagnosis, education, and treatment of delinquents include the longitudinal work of Farrington (1997) at Cambridge, Moffitt (1993) in New Zealand, Loeber and Farrington (2000 a, 2006, 2007) in Pittsburg, and anti-bullying prevention by Olweus (1980) in Norway as well as advances in diagnosis and treatment of disorders of childhood that are associated with disruptive and antisocial conduct, as summarized by Herpertz-Dahlmann and colleagues in Germany (Herpertz-Dahlmann, Konrad and Herpertz, 2007 a & b).
Moffitt showed that traumatized delinquents typically committing multiple offenses over time are the so called “copycat” or “experimental” offenders that after committing delinquent acts return to normalcy in adulthood without persistent crime. These differ from “career” or “chronic” delinquents who were physically abused and become in adulthood the career criminals. She differentiated early from late career delinquents. Farrington demonstrated that the number of “copycats” increased over decades during the twentieth century, while Loeber described three pathways among delinquents, crimes against persons, against property, and combined offending patterns. Elliott (1997) in Coloradowith the Blueprints for Violence Prevention changed the way policy makers approach teen offenders by focusing empirical treatments “that work.”
Zagar and colleagues (2009) at the “first” juvenile court in the world, showed that by focusing scarce economic resources on the highest at-risk youth (dropouts, addicts-alcoholics, career delinquents, homicidal-prone), significant reductions (shootings down 44% and fighting decreased 77%) occurred in urban schools (Ahmed, 2010; Rossi, 2010; Saulny, 2009; Shelton & Banchero, 2009). The cost of homicide is $3.9 million in 2006 US dollars, a significant economic incentive for a more efficient policy focusing on the highest-at-risk globally. Zagar and Grove (2010) improved sensitivity and specificity in finding violent youth and adults including sex offenders with area under the curve (auc) =.91-.99 from prior receiver operating characteristics (roc) =.69-.75 allowing wider application of risk assessment. International modern research on delinquent diagnosis, education, treatment, and costs are great improvements from the days of the Kallikak family and the Gluecks at Harvard.
So, in this issue, researchers continue to offer pieces to the puzzle of delinquency and crime from around the globe, to make a safer society. So, in this issue, researchers continue to offer pieces to the puzzle of delinquency and crime from around the globe, to make a safer society. FromRhode IslandandChina, there is research on homosexual homicide. FromNorwayandGreat Britain, there is a work on assessment of aggressive and violent delinquents. FromGermany, there is a review of the research on hyperactivity, conduct disorder and delinquency. FromQuebec,Canada, there is an evaluation of French speaking delinquents. FromChinaandFlorida, non-violent and violent teen offenders are contrasted. FromBritish Columbia,Canada, there is a study on delinquency and motherhood. FromMontreal,Canada, there is work on the protective factors among sex offenders. FromColorado, there is a paper on co-morbidity of hyperactivity among male and female prisoners. FromGermany, there is a study of various assessments used among teen sex offenders. Regardless of the continent or country, the same challenges to society exist. Every generation rediscovers how to deal with delinquency and crime worldwide. The articles offered fit into this pattern. Although much progress was made over the past century across the globe, the twenty first century will see even greater advances in computerized internet actuarial diagnosis from childhood through adult years, better elucidation on empirical treatments that divert youth from crime, preventive policing in real time, cost beneficial and effective approaches to prison and rehabilitation, and further improvements in quality of life for at risk youth. Globally, there is much hope for a safer society thanks to many current and future researchers and others.
Ahmed, A. (2010). Chicago Public Schools antiviolence program takes off slowly.
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Farrington, D. (1997). Early prediction of violent and nonviolent youthful offending.
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Farrington, D.P. (2000b). Psychosocial predictors of adult antisocial personality and adult convictions. Behavioral Sciences and the Law, 18(5), 605-622.
Farrington, D.P. (2007). Social origins of psychopathy. In A.R. Felthous and H. Saß (eds.). The International Handbook of Psychopathic Disorders and the Law, Vol 1: Diagnosis and Treatment, Chichester, England:John Wiley & Sons, Ltd., pp. 319-334.
Herpertz-Dahlmann, B., Konrad, K., and Herpertz, S.C. (2007a). The role of ADHD in the etiology and outcome of antisocial behavior and psychopathy. In A.R. Felthous and H. Saß (eds.). The International Handbook of Psychopathic Disorders and the Law, Vol 1: Diagnosis and Treatment, Chichester, England:John Wiley & Sons, Ltd., pp. 199-216.
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adolescent boys: A causal analysis. Developmental Psychology, 16, 664-670.
Rossi, R. (2010). Behavior issues drop at 6 schools. Chicago Sun Times, May 27.
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Shelton, D.L., & Banchero, S. (2009). Seeking safe passage: curing a public epidemic.
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and individuals. Psychological Reports, 107, 983-1009.
On April 17th and 18th during Humanities Week, the CCSJ Indiana Campus Compact Committee hosted the Mission Possible Cafe. The name was inspired by the committee’s optimistic views on strengthening service-learning and civic engagement at CCSJ.
Calumet College recently joined Indiana Campus Compact (ICC), a higher education association devoted to campus-based civic engagement. In an effort to promote CCSJ’s membership to ICC, the CCSJ ICC Committee adopted the World Cafe method to include students, faculty, and staff. The process promotes the sharing of ideas, and creative conversation. The set up of cafe tables, and the artwork from the CCSJ student art show created a warm and welcoming atmosphere.
The main goal of the Mission Possible Cafe was to get an idea of how the members of CCSJ view service-learning and civic engagement at the university. The committee also wanted to see what challenges may prevent the college family from serving, as well as what action steps the university could take to help minimize the challenges. The event was a success and everyone seemed to be engaged and focused. The conversations will help guide the ICC Committee in the development of Campus Compact here at CCSJ.
Shared by: Kristy Donley