The document summarizes a Greek 101 program at UC San Diego that aims to educate Greek life members on issues like drug and alcohol abuse, hazing, diversity and inclusion, and sexual assault. It provides an overview of Greek life demographics at UCSD, outlines the program's learning outcomes and goals, and describes assessment methods used to evaluate the program, which included a post-survey. The assessment found that learning outcomes were mostly met, though some questions had lower response rates, indicating areas for improvement. The summary identifies key lessons for strengthening assessment, such as refining questions and allowing more time for the survey.

1. UC San Diego:
Greek 101
Taylor Relich, Erin Morey, Alison Herr
& Oscar Lara

2. 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

3. Greek 101 Winter Quarter 2016

4. Program Overview
Four aspects of program:
1) Drug & alcohol awareness
Student Health Services
2) Anti - hazing education
Presenter: Greek Life Graduate Assistant, Rachel Rivera
3) Equity, Diversity and Inclusion
Specifically cultural appropriation and microaggressions
Presenter: Oscar Lara and Equity, Diversity & Inclusion Peer Educators
4) Sexual assault education (consent and bystander intervention)
Consent and bystander intervention

5. Proposed Mission Statements
Greek 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.

6. Mission Alignment Themes
Center for Student Involvement (CSI)
Engagement, leadership, place of belonging, growth
Student Life
Growth/Development, engagement, community, retention
Vice Chancellor of Student Affairs
Intellectual, social and moral growth, support wellbeing
Vice Chancellor of Equity, Diversity, and Inclusivity
Welcoming campus climate, increase understanding, remove barriers

7. Program Goals
The 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.

8. 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.

9. Student Learning Outcomes
As 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.

10. 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

11. 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

12. Literature Review
History
Positives: leadership,
serviceship, and
responsibility
Negatives: institutionalized
exclusivity, hazing, cultural
appropriation,
heteronormativity,
hypermasculinity, drug and
alcohol abuse, sexual
violence, and insensitivity
issues
Current Events
Issue 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
Recommendations
Ganser 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

13. THEORETICAL FOUNDATIONS:
Chickering and Reisser’s 7 Vectors
Vector 1
Developing
Competence
Vector 6
Developing
Purpose
Vector 4
Developing
Mature
Interpersonal
Relationships
Vector 3
Moving Through
Autonomy to
Interdependence
Vector 2
Managing
Emotions
Vector 7
Developing
Integrity
Vector 5
Establishing
Identity
Ultimate Goal
Program Goals

14. Theoretical Foundations
Schlossberg’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. Crossroads
3. Becoming the author
of one’s life
4. 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).

15. 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

16. Rubrics
5. 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).

17. 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

18. Data
SLO # 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.

20. 0
Components
1
Component
2
Components
3
Components

21. 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

22. Next Steps

23. 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

24. Thank You.
Questions?