THIS ONE - Powerpoint for July 12

UC San Diego: Greek 101

Taylor Relich, Erin Morey, Alison Herr& Oscar Lara

Program Background• UC San Diego Greek Life

• 43 Chapters ranging from six to 140 members

• Approximately 11% of undergraduate student population

• Format was changed in Spring 2015 - 3rd quarter with current format

• Mandatory for chapters to send at least 90% of new members

• Winter Quarter 2016

• Thursday, February 25 from 7:00 - 9:00pm at UC San Diego

• 108 greek members attended

Greek 101 Winter Quarter 2016

Program OverviewFour aspects of program:

1) Drug & alcohol awarenessStudent Health Services

2) Anti - hazing educationPresenter: Greek Life Graduate Assistant, Rachel Rivera

3) Equity, Diversity and InclusionSpecifically cultural appropriation and microaggressionsPresenter: Oscar Lara and Equity, Diversity & Inclusion Peer Educators

4) Sexual assault education (consent and bystander intervention)Consent and bystander intervention

Proposed Mission StatementsGreek 101 Mission

Greek 101 will foster an environment that broadens the understanding of diversity and inclusivity within

Greek Life at UC San Diego. The program aims to build a stronger community of Greek members by

reducing the occurrences of hazing, sexual assault, and alcohol abuse through bystander intervention

education, peer intervention, and open dialogue.

Greek Life Mission

Greek Life at UC San Diego is dedicated to building a strong brotherhood and sisterhood of members

who work to serve the campus and the community. Greek Life fosters social, character, and leadership

development, and promotes a diverse and inclusive community where students can find a place of

belonging.

Mission Alignment ThemesCenter for Student Involvement (CSI)

Engagement, leadership, place of belonging, growth

Student LifeGrowth/Development, engagement, community, retention

Vice Chancellor of Student AffairsIntellectual, social and moral growth, support wellbeing

Vice Chancellor of Equity, Diversity, and InclusivityWelcoming campus climate, increase understanding, remove barriers

Program GoalsThe proposed goals for Greek 101 are as follows:

1. To increase awareness of effects and risks and promote safe consumption of drug and alcohol abuse.

2. To reduce instances of hazing in the Greek community.

3. To provide a platform for increased knowledge and understanding of social justice, equity, diversity, and inclusion as they relate to self, Greek Life, campus, and the broader community.

4. To reduce instances of sexual assault by increasing knowledge about consent and bystander intervention strategies.

5. To create a space to begin conversations about prominent issues in the Greek Life system.

Program Learning Outcomes As a result of participating in the Greek 101:

1. Students will be able to describe the effects of substance use, including standard alcohol serving size, blood alcohol content, and MDMA purity.

2. Students will understand the difference between subtle, harassment, and violent hazing.

3. Students will understand concepts of cultural appropriation and microaggressions.

4. Students will be familiar with what constitutes consent under the California ‘Yes Means Yes’ Law.

5. Students will know the UC San Diego I.D.E.A.S. bystander intervention model.

Student Learning OutcomesAs a result of participating in the Greek 101 Program:

1. Students will be able to identify at least three factors that contribute to BAC levels.

2. Students will know at least one way to decrease the chance of taking MDMA that is mixed with unsafe chemicals.

3. Students will be able to identify three types of hazing (subtle, harassment, and violent hazing).

4. Students will be able to give at least one example of a microaggression as it relates to race and/or gender.

5. Students will be able to define cultural appropriation.

6. Students will be able to identify at least three key components of the California “Yes means Yes” consent law.

7. Students will know at least two options from the the I.D.E.A.S. bystander intervention model.

Outcome Alignment Matrix PLO 1:

Students will be able to describe the effects of substance use,

including standard alcohol serving size, blood alcohol content, and

MDMA purity.

PLO 2:Students will understand the difference between subtle,

harassment and violent hazing.

PLO 3:Students will understand the

concepts of cultural appropriation and microaggressions.

PLO 4:Students will be familiar with what

constitutes consent under the California ‘Yes Means Yes’ Law.

PLO 5:Students will know the UC

San Diego I.D.E.A.S bystander intervention

model.

SLO 1:Students will be able to identify at least three factors that contribute to BAC levels.

X

SLO 2:Students will know at least one way to decrease the chance of taking MDMA that is mixed with unsafe chemicals.

X

SLO 3:Students will be able to identify three types of hazing (subtle, harassment and violent hazing).

X

SLO 4:Students will be able to give at least one example of a microaggression as it relates to race and/or gender.

X

SLO 5:Students will be able to define cultural appropriation.

X

SLO 6: Students will be able to identify at least three key components of the California “Yes means Yes” consent law.

X

SLO 7: Students will know the I.D.E.A.S. acronym as it relates to the bystander intervention model.

X

Outcome Delivery Matrix

Tritons Party Safer Hazing 101

Equity, Diversity and Inclusion

Sexual Assault

SLO 1:Students will be able to identify at least three factors that contribute to BAC levels.

X

SLO 2:Students will know at least one way to decrease the chance of taking MDMA that is mixed with unsafe chemicals.

X

SLO 3:Students will be able to identify three types of hazing (subtle, harassment and violent hazing).

X

SLO 4:Students will be able to give at least one example of a microaggression as it relates to race and/or gender.

X

SLO 5:Students will be able to define cultural appropriation.

X

SLO 6: Students will be able to identify at least three key components of the California “Yes means Yes” consent law.

X

SLO 7: Students will know the I.D.E.A.S. acronym as it relates to the bystander intervention model.

X

Literature Review

HistoryPositives: leadership, serviceship, and responsibility

Negatives: institutionalized exclusivity, hazing, cultural appropriation, heteronormativity, hypermasculinity, drug and alcohol abuse, sexual violence, and insensitivity issues

Current EventsIssue at UC San Diego: “Compton Cookout”

NASPA Article: “Racism and Sexism in Greek Events: A Call for Sensitivity”

Greek Communities’ Issues with Alcohol, Hazing, Sexual Assault, and Cultural Appropriation

RecommendationsGanser and Kennedy:

• Highly visible on campus • Contain such creative

components as skits and role plays depicting racist and sexist events and alternatives to them

• Informational presentations

THEORETICAL FOUNDATIONS: Chickering and Reisser’s 7 Vectors

Vector 1Developing

Competence

Vector 6Developing

PurposeVector 4

Developing Mature

Interpersonal Relationships

Vector 3Moving Through

Autonomy to Interdependence

Vector 2Managing Emotions

Vector 7Developing

Integrity

Vector 5Establishing

Identity

Ultimate Goal

Program Goals

Theoretical FoundationsSchlossberg’s Theory of Marginality and Mattering (1989)Creating community

Confronting historical marginalization of groups

Baxter Magolda’s Theory of Self-Authorship (2003)

Phases of Self-Authorship 1. Following formulas 2. Crossroads3. Becoming the author

of one’s life4. Internal foundation

Renn’s (2003) Ecological Model of Multiracial Identity Development

Torres’ (2003) Bicultural Orientation Model

Kohlberg (2005) identified six stages of moral development.

Three levels of development: preconventional (Stages 1 and 2), conventional (Stages 3 and 4), and postconventional (Stages 5 and 6).

Assessment Tool

• Assessment team created survey/quiz

• Distributed survey during last 10 minutes of program

• Ex. SLO #1-- Students will be able to identify at least three factors that contribute to BAC levels.

• 7 questions for the 7 SLO’s • 4 questions asking

students to list the answer(s)

• 2 open-ended (2-3 sentences)

• Assessed with rubric• 1 matching

• 2 satisfaction questions

Rubrics5. In 2-3 sentences, please describe the meaning of cultural appropriation (PLO#3, SLO#5).A successful answer is when a student uses elements of part 1 and 2 and/or 3 of the given three part definition.

Cultural Appropriation Definition Includes: yes no

1. Adopts or uses elements of others’ cultures

2. For the purpose of entertainment or personal gain

3. Lacks appreciation/knowledge of culture

4. Describe one example of a microaggression as it relates to race and/or gender (PLO #3, SLO #5).

Assessment- Presentation of Data• 104 surveys collected

• Assessment software: Campus Labs- Baseline and Google Forms

• Manually enter the results

• Rubrics for open-ended questions

• Rubric creator & examples

• Breaking down possible components of an answer

• Deciding what a successful answer looks like

• Creating a scale

DataSLO # Results

1 87.5% successfully identified three factors that influence BAC.

2 92.3% successfully identified a way to reduce the risk associated with taking MDMA .

3 97% of students successfully matched all three hazing scenarios.

4 96.2% successfully gave an example of a microaggression.

5 65.4% successfully defined cultural appropriation.

6 32% successfully identified three key components of "yes means yes.“

7 84.6% successfully identified two of the components of IDEAS bystander prevention.

0Components

1Component

2Components

3Components

Limitations & Recommendations

• Timing/filling out survey/Technology

• Have closing remarks after survey

• Challenge: What is success?• Not all questions filled out

• Randomize questions

• Examples from presentation used in answers

• Change questions/ reword questions

• Lack of collaboration with Student Health Promotions

Next Steps

Final Takeaways

Taylor

• Alignment, it all comes together

Erin

• Going forward: big picture & details

Oscar

• Time and resources are needed for successful assessment

Alison

• Data analysis was more complicated than anticipated

Thank You. Questions?