Arizona Student Unions CENTER FOR STUDENT ...nca2010.arizona.edu/documents/Criterion 5 Engagement/CSIL...1 Arizona Student Unions CENTER FOR STUDENT INVOLVEMENT & LEADERSHIP Area:

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Arizona Student Unions CENTER FOR STUDENT INVOLVEMENT & LEADERSHIP

Area: Fraternity & Sorority Programs 2007-2008 Annual Report

Submitted by: Gary Ballinger

SECTION I: SWOT ANALYSIS is a strategic planning tool used to evaluate the Strengths, Weaknesses, Opportunities, and Threats involved in a project or in a business venture. It involves specifying the objective of the business venture or project and identifying the internal and external factors that are favorable and unfavorable to achieving that objective.

Objective

Desired end state or objective of your area:

To create a meaningful and purposeful 4-year personal development program for students emphasizing Social Change and continued development on four levels: individual, chapter, campus, community.

Strengths

Attributes of the area that have been helpful towards achieving the objective.

Attributes of the area that will be helpful towards achieving the objective.

There were a number of new initiatives undertaken by the individual councils and the Fraternity & Sorority Programs Office that have aided in this process including: Fraternity & Sorority Programs:

• This year we added a graduate assistant, Liz Canales, for the Aristotle Academic Program.

• The Aristotle Program was completed with 100 students participating in the fall and spring semesters.

• The Hunter White Health Advocacy Program was established with a $100,000 commitment from the White Family.

• Instituted our first Safe Spring Break Programming component in conjunction with New Member Symposium.

• The CATwalk program was revamped and incorporated members of the campus and Tucson Community to raise $132,000. There was an additional component added to the program with the incorporation of the first 10k race.

• Fraternity & sorority students along with Johanne and Liz developed Arizona’s first Up ‘Til Dawn program to benefit St. Jude Children’s’ Research Hospital which raised $20,000.

• Hosted the first Greek Leadership Retreat including officers from all four councils, Philanthropy Advisory Board representatives, GAMMA, Judicial Board, and interns.

• We took representatives from all four councils to the Western Region Greek Association Leadership Conference for the first time. The councils received numerous awards and Gary Ballinger was recognized as the Outstanding Greek Advisor of the Year for the Western Region for 2008.

• The Office of Fraternity & Sorority Programs was recognized by the Chi Phi National Fraternity as Outstanding Greek Life Office in the Country for 2007-2008.

• The Office of Fraternity & Sorority Programs hosted five interns that worked on various projects including:

The University of Arizona office of Fraternity & Sorority Programs will continue to further develop the Arizona Legacy campaign that addresses five key areas: advisory support, academics, leadership development, wellness, and diversity. This program will address the student holistically and aid in the development of strong and engaged citizens. Overall the staff will be made up of three returning members from the current FSP staff and add three additional staff members who are very familiar with CSIL, UA, and Campus health. This should benefit the community in many ways because of the reduced time that it will take staff to acclimate to the campus and their roles. Fraternity & Sorority Programs will add an additional graduate assistant to staff to oversee the Hunter White Health Advocacy program and to aid in wellness programming. Dr. Kevin Nutter will join the team to help in further development of the Aristotle Academic Program and in piloting leadership workshops for fraternity & sorority students. Zach Nicolazzo will join the staff and will be beneficial because of his background in the health & wellness area on campus. With the second semester of the Standards program has come a greater emphasis on chapter management and this will continue with the fall 2008 semester. The Order of Omega Awards will be re-evaluated and a new awards process and procedure will be developed for spring 2009. The added chapters to campus have brought about a greater emphasis for other organizations to achieve their goals and have forced some organizations to raise the bar regarding their chapter management and organization.

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Greek Week, Aristotle, Health Advocate training, ANGLE.

• We changed the date for GREAT Greek Weekend from the spring semester to early fall which resulted in an increased attendance of nearly 100%.

• The Office in conjunction with the councils held the first all encompassing spring recruitment drive.

• Created the Risk Management Review committee to look at implementing changes in student risk management policy.

• We revamped the IFC bid day distribution system to include some specific programmatic elements about consent, alcohol use, risk management policies, and hazing.

• We completed the first semester of minimum Standards and Expectations for our fraternal groups at Arizona.

Panhellenic Association:

• Developed programs around inter-sorority cooperation and relationship development.

• Panhellenic recruitment numbers increased by 200. • Western Regional Greek Association Leadership

Conference (WRGA) Awards for recruitment, community involvement, university involvement, educational programming, multicultural initiatives, marketing and media for publications, and scholarship programming.

• Due to increase demand PC will add another NPC sorority in the fall semester with the return of Α∆Π sorority.

Interfraternity Council:

• They have worked on holding their member groups accountable to the bylaws of the organization and reaffirmed their academic bylaws and sanctions for chapters not meeting minimum standards.

• Changed IFC rush to include a registration process that will be mandatory starting fall 2008.

• IFC passed a policy that states all Bid Night events must be held off campus at third party vendors.

• Developed leadership scholarships for chapters that aim to provide chapters with funding to attend their national or regional leadership programs.

• Added two chapters (ΣΧ, ΠΚΑ) into associate membership of IFC and will add ZBT in the fall 2008 semester.

National Pan-Hellenic Council:

• NPHC completed the first full week of NPHC Week with various activities.

• NPHC hosted high school students from the Tucson community for the Bring a Youth To College day to encourage college attendance.

• Added two fraternities (ΚΑΨ, ΩΨΦ) and one sorority (∆ΣΘ).

United Sorority & Fraternity Council:

• During the first year of existence the USFC clarified bylaws, recruited member organizations, and solidified officer roles and expectations.

Panhellenic will continue women’s specific programming to address specific women’s issues including: safety, academics, wellness, and values clarification exercises. The Interfraternity Council will revamp some of their recruitment practices and continue their positive proactive programming. National Pan-Hellenic Council will add an additional organization and work towards building and engaged African American student body. The United Sorority & Fraternity Council will add additional programming, publicity, and recruitment events for the 2007-2008 year.

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• Added one sorority in the spring (ΧΥΣ) and will add an additional sorority (ΛΘΑ) in the fall semester.

• Hosted the first Triple S show competitions with member groups with an attendance of 200 on the UA mall.

Greeks Advocating Mature Management of Alcohol:

• Submitted a proposal to change risk management policy to the Chapter Presidents and it was approved and is awaiting input from UA Counsel’s office.

• Made chapters responsible for identifying issues at their events by a post event recap form and meeting.

Judicial Board:

• The Judicial Board adjudicated 27 cases involving fraternities and sororities on campus and issued sanctions for groups violation UA Code of Conduct, GAMMA, Fraternity & Sorority Programs regulations.

• The fall 2008 will see the replacement of five justices to the board due to graduation, removal, or resignation.

GAMMA will continue to push forward a more comprehensive Risk Management policy that encompasses a holistic view of student wellness.

Weaknesses

Attributes of the area that have been harmful to achieving the objective.

Attributes of the area that will be harmful to achieving the objective.

Overall the Office of Fraternity & Sorority Programs has had a phenomenal year, but improvements can still be made in a few different areas. Funding concerns are an issue with every unit in CSIL but it is can impact FSP if an organization is removed because that will cause a significant decrease in funding for staff and programmatic elements. Additionally, there has been one large commitment for the endowment that will be paid out in five years and no additional monies have been identified. We have increased council payments and instituted a programmatic fee that councils pay each semester to offset budget shortfalls. We have also We still need to work to recruit and retain credible and involved advisors for many of our chapters. Overall academic performance is continuing to decrease and additional work needs to be conducted to stop the downward trend. We need stronger relationships between out chapters and their national organizations. There seems to be little to no involvement from some organizations with their chapters at Arizona.

Greek Life Auxiliary fee is currently capped at $19.75 and will potentially need to be increased in the coming years to support initiatives. The departure of the Student Affair’s Director of Development has stalled additional work on the endowment campaign. Membership in fraternities and sororities have increased by nearly 20% since 2004 which poses a challenge in the amount of positive outreach and impact that the office and councils can have.

Opportunities

External conditions that have been helpful to achieving the objective.

External conditions that will be helpful to achieving the objective.

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The Dean of Students Office, CSIL and Student Affairs in general has been very supportive of the changes that we have implemented of the last few years. They have been more willing to “let go” and allowed for more positive growth. The White family has committed to a $100,000 donation for Health & Wellness programming and has been excellent partner for some new programming initiatives. An experienced and congenial staff has led to greater growth of programs and services, relationships with council leaders and chapters, and increased positive recognition. There is an opportunity to assist in the West University Neighborhood Association’s (WUNA) food pantry and distribution center. Increased recognition and involvement from advisors and alumni in the endowment campaign, etc.

There will be an all Greek list serve implemented for the fall 2008 semester to spread the word about various initiatives in Greek life. Johanne completed a Classes Without Quizzes presentation about new member programming, expectations of new members, and what to do to confront hazing. Need an updated and current presence on the web.

Threats

External conditions that have been/will be harmful to achieving the objective.

External conditions that have been/will be harmful to achieving the objective.

Alumni who don’t feel a part of the community. National Organizations who feel out of the loop.

Alumni who don’t feel a part of the community. National Organizations who feel out of the loop.

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Section II: CSIL Intentionality Use this section to reflect on how your area succeeded, supported, or failed to meet each topic included below. This information will be used in three ways; 1. To create a CSIL annual report that can be shared with stakeholders within The University of Arizona community, the surrounding community, and nationally; 2. To extract information that will be included in a Union Wide annual report; and 3. To provide a snapshot that would be shared with new staff who may be joining or replacing members of the area team. (Staffing information, however, will only be shared with new supervisor as appropriate).

Advocacy, Social Justice, & Multicultural Education

How will (has) your area demonstrate(d), improve(d), or add(ed), to its efforts to be socially just, educate students on cultural differences, or advocated for marginalized groups?

2007-2008 Academic Year 2008-2009 Academic Year

Addressed issues of social justice and diversity in both New Member symposiums for the Fall and Spring semesters. The Office of Fraternity & Sorority Programs advocated for an inclusive facebook recruitment application that could help in recruitment. The company that developed the program (GIN) made the application so that it only works for Panhellenic or IFC and not mixed gendered councils like NPHC or USFC. We sent a letter requesting a change that would support such councils and have refused to participate until suitable changes are made to include all organizations equally. For the first time the office funded or requested scholarship funds so that representatives of both NPHC and USFC could attend the Western Region Greek Association. We welcomed an additional Latina Sorority, African-American Sorority and African American Fraternity. The United Sorority & Fraternity Council was formed and given ownership and empowered to make positive contributions and improvements in the multicultural and special interest organizations on campus. NPHC hosted young African-American students and encouraged them to attend college in their Take a Youth to College day. GREAT Greek Weekend has several workshops that focus on diversity and social justice, and we increased the number of cultural groups represented in the program and in the class. Panhellenic sponsored and aided in the clothesline

Develop a workshop(s) surrounding social justice issues. Add a diversity educational program to the Legacy. Conduct additional assessment on the needs of diversity programming for the greek community. Pilot the Parthenon Leadership Development program. Additional training and support for Hunter White Health Advocacy Program and general health & wellness initiatives.

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project, and Take Back the Night.

Intentionality & Learning Outcomes

What 4 learning outcomes are the focus of your area and how effectively did your area help students achieve them? Considering your year, how effective was your area at designing initiatives after identifying a learning need? Which, if any learning outcomes have surfaced as a priority to consider? What challenges have you faced or force facing in assisting students in achieving them?

2007-2008 Academic Year 2008-2009 Academic Year

Clarified Values We worked to provide educational opportunities through new member symposiums, council training, and workshops to promote the importance of personal values. Healthy Behavior We have continued to work on our partnerships with the Greek health advocates program. We try to promote healthy choices and environments that reduce risky behaviors. We started a Safe Spring Break program in the Spring 2008 that had nearly 1,500 members in attendance we also distributed safety information cards to those in attendance. Our pre-recruitment surveys would indicate that we inherit a large student population in our program that has had previous exposure to alcohol and over consumption of alcohol. It can sometimes be a challenge Social Responsibility We have worked with the governing councils and they have made great strides in positive self governance over the past year. They have fully instituted cabinets and worked hard at providing adequate resources and training for chapter officers and chairs. The councils have made changes to risk management policies, recruitment and made strides ineducational programming. The Judicial Board has done excellent in maintaining a professional working environment and has been praised by a number of different individuals on their work, organization, and process. Leadership Development We were able to increase attendance at GREAT Greek Weekend, have a more focused President/Advisor Meeting, and have a comprehensive Greek Leadership Council training

Collaboration Healthy Behavior Social Responsibility Leadership Development

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with all councils,

Collaboration

What offices or organizations have been natural and strong allies or partners? Describe the sort of collaborations should be maintained or terminated. Discuss new opportunities or partner challenges.

2007 - 2008 Academic Year 2008 - 2009 Academic Year

The University of Arizona Police Department The Dean of Students Office Campus Health Promotions Residence Life OASIS UA Athletics Arizona Cancer Center The Hunter White Family

The University of Arizona Police Department The Dean of Students Office Campus Health Promotions Residence Life OASIS SALT UA Athletics Arizona Cancer Center Better Than Ever Training Programming Southern Arizona Road Runners

Assessment

Attach your evaluation summaries for the year (programmatic evaluations as well as annual assessment) to the annual report. What was or needs to be assessed? Provide a summary of need, plan, and results.


This year we looked at the Aristotle Program, Senior Experiences, Greek Week, Spring Break Safety, Executive Retreat, Rush/Recruitment experiences, President/Advisor Retreat, and Judicial Board. Aristotle Survey Highlights: Aristotle’s academic program is broken up into an introduction and eight sessions that are conducted on a weekly basis. A LASSI (Learning and Study Strategies Inventory) is done during the first session. This is a system designed to help a student develop or expand their awareness on their academic areas that they lack in order to become more successful in college. The strengths and weaknesses are ranked into ten different areas and this makes it easier for the student to acknowledge

2009 year we plan on conducting similar assessments, will receive additional information regarding the Aristotle Program and will start to evaluate leadership workshops. FSP will continue with focus groups with new members and add a focus group to asses the needs and retention issues for upper-class students.

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the areas that they need the most focus to improve.

• The First semester saw an average improvement in semester grades of a .7.

• When comparing the pre and post-tests, it

suggests that the students became more aware of certain aspects of their learning environment over the course of the Aristotle program.

• According to the LASSI profiles, all

students showed great improvement in many areas.

• With the exception of one student, there

were significant percentile jumps in the area of MOT (motivation, diligence, self-discipline, and willingness to work hard).

• Other areas that showed positive shifts

were ANX (anxiety and worry about school performance), INP (information processing, acquiring knowledge, and reasoning), SFT (self-testing, reviewing, and preparing for classes), and TST (test strategies and preparing for tests).

Senior Experiences Focus Group Highlights: This last year Johanne and Melissa (intern) worked to develop a focus group with senior members of the Greek community to identify ways to develop relevant relationships and positive programming for senior members. Results indicated that:

• Students do not know what the FSP office’s role is or what the staff in the office does.

• Few seniors live in the chapter house. • Their circle of friends consists of members

from their fraternity/sorority. • Seniors become less involved as they

continue their membership. • Chapters have little or no programming or

experiences aimed directly at seniors. • The majority of members believe that their

greek experience aided them in their college career.

• Student suggested the following activities for the office to hold:

o Networking social o Greek Senior Dinner

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Greek Week Event Highlights: This past year we had an intern (Garrett) who developed an idea structure and recommendations for a Greek Week. His recommendations were based upon benchmarking that he conducted of other PAC 10 institutions. Recommendations include: Monday:

- Opening ceremonies to describe what greek week is about as well as give a schedule for the week

- Introduce greek staff responsible for greek week as well as introduce selected teams participating

- Begin a week long canned food drive - Have a speaker to talk to the community

about important issues revolving around greeks: DUI, hazing, school, etc.

Tuesday: - continue canned food drive - contest involving creating a banner to hang

in front of (1) house per team that represents their team to be hung by this night.

- Greek King and Queen voting by means of penny wars

Wednesday: - canned food drive continues - at night possible ideas:

o Greek family feud game show o concert on mall o Wii tournament

Thursday: - canned food drive continues - penny wars continue

Friday: - last day for the canned food drive - turn in all canned food by 7 pm

Saturday: - Greek Olympics in the morning - DJ on the mall - Closing ceremony announcing winners,

etc. Spring Break Safety Program: This Spring in conjunction with New Member Symposium we hosted a Speaker, Erin Weed, who presented a workshop entitled “Staying Alive on Spring Break.” The family of Hunter White also conducted a workshop about their experiences loosing a son and the affect it has had on them, and how to protect yourself. Survey results indicated that:

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Keynote: Erin Weed • Q: Was this presentation effective?

o Yes. Her story tied in well. o Yes, it made me more aware of

risks. o The personal stories were very

helpful.

• Q: Would you recommend this presentation to others?

o Yes, I would as a lot of the information is necessary to keeping us and our friends safe.

o Yes, Definitely! o Yes, because it is interesting and

informative.

White Family & Southwest Ambulance Presentation:

• Q: Was the Presentation effective? o Yes it was. I think the example of

Hunter was most helpful because it shows to everyone what can actually happen and shows that it does happen.

o The personal stories made me think.

o Yes, all of it.

• Q: How do you plan to use the information you learned on your Spring Break?

o drinking less, make wise decisions and know self defense

o I know what to do if I have to face a difficult situation

o Use the cards and numbers in case of emergency.

o to be careful and aware of my decisions.

o I plan to be careful and remember everything from this presentation.

o Be safe, and come back okay.

Executive Retreat Evaluation Highlights: Every spring the newly elected executive officers for each governing council are taken on a weekend retreat to plan their year, go over policies, and get to know each other. Results Indicated that:

• Overall, attendees enjoyed learning about the other councils and more about their role.

• They were happy about the opportunity to socialize with their counterparts.

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• Were able to spend time goal setting and talking about their future plans.

Pre & Post Rush Survey Highlights: Results of surveys have been pretty consistent over the last three years with similar findings including:

• A majority of men going through rush indicate that they are consuming 4-7 drinks per sitting which would already classify them as heavy drinkers.

• Participants felt that they did not have the

chance to meet enough members of each fraternity and that they did not learn enough about the fraternity.

• Participants seemed to enjoy attending the

fraternity open houses and the preference dinners most during the week.

• The majority of men who joined a

fraternity learned about Greek life from their friends.

Bid Night Presentation Survey Highlights: We have conducted a survey on our new Bid Day Education program and conducted our last assessment of that program. Future assessment should look at long term information retention. The previous two years have show that the presentation does have a positive affect on the education and knowledge of the men who participate.

• The results indicate significant increases in correct answers in the follow up surveys. The largest growth between the pre and post test occurred in participants ability in adequately define how consent is given in an intimate situation.

President/Advisor Retreat Highlights: Every spring the newly elected chapter presidents come together with their advisor to meet one another, go over policies and procedures, and to set the agenda for the spring semester. Results indicated that:

• Need to update information for advisors who have attended for multiple years.

• Advisors liked the fact that they could leave after the initial portion and didn’t have to stay all day.

• It was good that there was time for students and advisors to complete and approve

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rosters. • Presidents felt better prepared for their

roles as president of their organization. • They had a better understanding of the

office structure and responsibilities. Judicial Board: The Judicial Board conducted an evaluation of cases that it heard for the year. Results indicated that:

• J Board adjudicated 27 cases for the fall and spring semesters.

• There was an increase in GAMMA violations reported.

• Additional education was needed on GAMMA and PAB policies and sufficient information needed to be delineated throughout the chapter and its members.

Program Development

Please briefly describe any programming highlights or achievements your area has experienced this year. Share your programmatic vision for next year.


Fraternity & Sorority Programs: • This year we added a graduate assistant,

Liz Canales, for the Aristotle Academic Program.

• The Aristotle Program was completed with 100 students participating in the fall and spring semesters.

• The Hunter White Health Advocacy Program was established with a $100,000 commitment from the White Family.

• Instituted our first Safe Spring Break Programming component in conjunction with New Member Symposium.

• The CATwalk program was revamped and incorporated members of the campus and Tucson Community to raise $132,000. There was an additional component added to the program with the incorporation of the first 10k race.

• Fraternity & sorority students along with Johanne and Liz developed Arizona’s first Up ‘Til Dawn program to benefit St. Jude Children’s’ Research Hospital which raised $20,000.

• Hosted the first Greek Leadership Retreat including officers from all four councils, Philanthropy Advisory Board

Further development and begin implementation of different stages of the Legacy program. We will complete our first full year of the minimum standards document and complete an awards process in the spring 2009. CATwalk will reach out into the community to get greater participation and work to raise $100,000 for the Arizona Cancer Centers. We need to review our assessment information and work to develop an educational series or dialogue around diversity, hazing, new member education, and programming for upper class students. Communication with advisors, alumni, headquarters, parents, and student members needs to be further developed by the implementation of an e-newsletter. We will expand our Bid Day presentation with IFC and will incorporate it in Panhellenic Bid Day activities as well. USFC and NPHC will develop specific programming to meet the needs of the campus and

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representatives, GAMMA, Judicial Board, and interns.

• We took representatives from all four councils to the Western Region Greek Association Leadership Conference for the first time. The councils received numerous awards and Gary Ballinger was recognized as the Outstanding Greek Advisor of the Year for the Western Region for 2008.

• The Office of Fraternity & Sorority Programs was recognized by the Chi Phi National Fraternity as Outstanding Greek Life Office in the Country for 2007-2008.

• The Office of Fraternity & Sorority Programs hosted five interns that worked on various projects including: Greek Week, Aristotle, Health Advocate training, ANGLE.

• We changed the date for GREAT Greek Weekend from the spring semester to early fall which resulted in an increased attendance of nearly 100%.

• The Office in conjunction with the councils held the first all encompassing spring recruitment drive.

• Created the Risk Management Review committee to look at implementing changes in student risk management policy.

• We revamped the IFC bid day distribution system to include some specific programmatic elements about consent, alcohol use, risk management policies, and hazing.

• We completed the first semester of minimum Standards and Expectations for our fraternal groups at Arizona.

Panhellenic Association:

• Developed programs around inter-sorority cooperation and relationship development.

• Panhellenic recruitment numbers increased by 200.

• Western Regional Greek Association Leadership Conference (WRGA) Awards for recruitment, community involvement, university involvement, educational programming, multicultural initiatives, marketing and media for publications, and scholarship programming.

• Due to increase demand PC will add another NPC sorority in the fall semester with the return of Α∆Π sorority.

Interfraternity Council:

their member groups.

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• They have worked on holding their member groups accountable to the bylaws of the organization and reaffirmed their academic bylaws and sanctions for chapters not meeting minimum standards.

• Changed IFC rush to include a registration process that will be mandatory starting fall 2008.

• IFC passed a policy that states all Bid Night events must be held off campus at third party vendors.

• Developed leadership scholarships for chapters that aim to provide chapters with funding to attend their national or regional leadership programs.

• Added two chapters (ΣΧ, ΠΚΑ) into associate membership of IFC and will add ZBT in the fall 2008 semester.

National Pan-Hellenic Council:

• NPHC completed the first full week of NPHC Week with various activities.

• NPHC hosted high school students from the Tucson community for the Bring a Youth To College day to encourage college attendance.

• Added two fraternities (ΚΑΨ, ΩΨΦ) and one sorority (∆ΣΘ).

United Sorority & Fraternity Council:

• During the first year of existence the USFC clarified bylaws, recruited member organizations, and solidified officer roles and expectations.

• Added one sorority in the spring (ΧΥΣ) and will add an additional sorority (ΛΘΑ) in the fall semester.

• Hosted the first Triple S show competitions with member groups with an attendance of 200 on the UA mall.

Greeks Advocating Mature Management of Alcohol:

• Submitted a proposal to change risk management policy to the Chapter Presidents and it was approved and is awaiting input from UA Counsel’s office.

• Made chapters responsible for identifying issues at their events by a post event recap form and meeting.

Judicial Board:

• The Judicial Board adjudicated 27 cases involving fraternities and sororities on campus and issued sanctions for groups

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violation UA Code of Conduct, GAMMA, Fraternity & Sorority Programs regulations.

• The fall 2008 will see the replacement of five justices to the board due to graduation, removal, or resignation

Participation and Usage Tracking

Attach a usage summary to the annual report. Please briefly describe any programming participation highlights or achievements your area has experienced this year. Include participation, usage tracking, and/or retention summaries. Share your participation and retention goals for next year.

2007- 2008 Academic Year 2008 - 2009 Academic Year

Panhellenic Recruitment Numbers were up for the 2006-2007 year and were as follow: Statistic: 2007 (2006) (2005) (2004) General Recruitment Statistics

• Number Registered: 1096 (966) (830) (751)

• Total # of Chapters Participating: 11 (11) (11)

(12)

• Total # of Withdrawals: 223 (233) (185) (193)

• Total # Released from Recruitment: 16 (8) (15)

(6)

• Total # of Women attending Set I- Open House:

1001 (877) (747) (692)

Bid Matching Statistics: • Total # of Woman Participating in Bid

Matching: 762 (661) (565) (498)

• Total # of Woman Matched: 757 (656) (549)

(473)

• Total # of Woman Unmatched: 5 (5) (16) (25)

• % Pledged: 99 % (99%) (97%) (95%)

• % Pledged of Registered : 75.6% (71.2%) (71.2%)( 67.9%)

Quota Statistics:

• Quota: 67 (56) (49) (45)

• Total # of Chapters reaching Quota: 11 (11)

(10) (8)

• Total # of Chapters reaching Quota “Plus”: 10

(9) (10) (0)

• Total # of Chapters not reaching Quota: 0 (0)

(1) (4)

IFC has begun a registration process so we will be able to track recruitment numbers for the first time in many years. Panhellenic has a goal to register 1,000 women for sorority recruitment. Catwalk has a goal of 3,000 participants and $100,000 donated.

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IFC, NPHC, USFC do not track recruitment

statistics.

CATwalk involvement increased from 2,500 to

3,500 and increased donations by $50,000.

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Section IV: Contributions to the University’s Strategic Plan Use this section to reflect on how your area supports the following four elements of the University’s Strategic Plan. There is no expectation that we strongly contribute in each area and if a section exists for which your unit does not contribute, feel free to note “Not Applicable”. Otherwise, freely share your units’ contributions.

Strategic Direction 1: Prepare Arizona’s Youth and Ensure Access and Opportunity

Include statistics with your narrative whenever possible


The Office of Fraternity & Sorority Programs has created several opportunities to help students achieve in a collegiate environment and encourage younger students in the community to seek higher education. We currently offer courses for credit to help engage students in an academic environment (ANGLE, Critical Issues in Greek Life, and internship) to encourage students to help their community and empower them to be successful at it. GREAT Greek Weekend is a weekend retreat for members of the fraternity and sorority community to engage in dialogue about a number of issues affecting the community. The issues that are discussed include: diversity, health and wellness, values congruence, and service to the community. Over fifty students participated in the Fall 2007 retreat. The National Pan-Hellenic Council also participated in a Take a Youth to College Day. Where 14 area youngsters shadowed members of the Greek community to learn about college and provide valuable information and encouragement to Arizona’s youth. The Panhellenic Council offers over $5,000 worth of scholarship monies yearly based on need, leadership, and service to the Tucson Community. These scholarships provide valuable money to members of the University of Arizona community and allow students to continue their education.

The Academic courses will continue for the 2008-2009 year. GREAT Greek Weekend is planned for the Fall 2008 semester and we anticipate that over 50 students to participate in the program. The National Pan-Hellenic Council will continue their program and potentially expand it for the 2008-2009 academic year. We hope to also engage the other governing councils in this endeavor.

Strategic Direction 2: Engage and Graduate Students Who Can Contribute to the State, Nation, and

World


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Thirteen percent of the undergraduate student population is a member of a fraternity or sorority at the University of Arizona. The Office of Fraternity & Sorority Programs provides programs to engage students in being successful citizens through community involvement, academic workshops for students, and strives to create a safe social environment. We have created a long term plan (The Legacy Program) that addresses student challenges proactively and creates opportunities for success in academics, leadership development, diversity, and holistic wellness. Membership in a fraternity & sorority has shown to be a successful retention tool at the university according to university statistics. Fraternity & sorority members have also lobbied members of the United States Congress to encourage proactive and safe legislation for students living in fraternity & sorority housing.

The expansion of the Aristotle Academic Program will allow students additional skills to become academically successful students. The expansion of the Olympian Wellness Program, and the Hunter White Health Advocacy Program will also encourage students to make informed, educated, and healthy decisions.

Strategic Direction 3: Provide World-Class Research That Improves the Human Condition in

Arizona and Beyond



The Office of Fraternity & Sorority Programs in partnership with Campus Health & Prevention Services has been recognized for their efforts to address risky drinking behaviors within the fraternity & sorority community that has produced a substantial amount of research beneficial to many colleges across the country. Campus Health was awarded a grant by the Department of Education to aid in their efforts.

We are planning to partner with Campus Health to work on additional grant initiatives that will enable us to provide additional research and information on student wellness as it relates to fraternity and sorority students. We hope that results from the Aristotle Academic Program will be published in a number of different areas to share information with other colleges and universities.

Strategic Direction 4: Partner With and Serve the People of Arizona


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Over the last several years the Office of Fraternity & Sorority Programs has conducted a philanthropic event that directly aids the Arizona Cancer Center. CATwalk has contributed over $260,000 over the last seven years to fund cutting edge research and education on women’s cancers and has aided the top ranked Arizona Cancer Center in their efforts to serve the people of the state of Arizona and the country. Additonal partners for this event successful include: Tucson Better Than Ever, Southern Arizona Road Runners, UA Athletics. Additionally during the Spring 2008 semester fraternity & sorority students will participate in the first Up ‘Til Dawn program for St. Jude Children’s Hospital. This endeavor will be the first in the state of Arizona and intends to bring in $50,000 for the hospital that serves families and children regardless of their ability to pay for state of the art treatment. The research completed at the hospital is shared world wide with doctors and researchers, therefore children here in Arizona are receiving medical attention based on the research conducted at St. Jude. The fraternity & sorority community documented over 12,000 hours of hands on community service to the Tucson community and donated an additional $60,000 to various community agencies and causes. The Greek Community will also participate in Take Back the Night with the Women’s Resource Center and Sa Casa and a new annual clean up with four different neighborhood associations and Mortar Board Honor Society.

CATwalk will take place on November 15 with the goal of raising $100,000 for the Arizona Cancer Center. Up ‘Til Dawn will take place in the Spring 2009 with additional participation from the UA campus and raise $50,000. The newly implemented Standards of Excellence encourages a minimum of 10 hours of community service per member and will result in 35,000 hours of hands on service to the Tucson community.

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Evaluation Summary Aristotle Academic Program

Description of Program: The University of Arizona Fraternity & Sorority Programs office has been undertaking several new initiatives over the course of this year, with a number of our campus partners. The first of these initiatives involved a dynamic and exciting academic program, The Aristotle, in conjunction with the SALT Center. An initial pilot program began in the fall 2007 and we are wrapping up our spring 2008 pilot semester. Preliminary results indicate that students who participated in the pilot (6) became more aware of certain aspects of their learning over the course of the program and showed improvement in many areas including: motivation, diligence, self-discipline, willingness to work hard, anxiety about school performance, acquiring knowledge, class preparation, test taking strategies and preparation. In addition students who participated in the program saw an average grade point increase of .77 over their previous semester and a .11 increase in their cumulative average. Comparatively students who were invited but did not participate in the program saw increases in their semester averages with a .42 increase in their semester average and a .07 increase in their cumulative average. The results indicate that there have been some significant positive differences in students who participate in the program and we hope that these same increases will have occurred for our 90 participants this semester. The program consists of workshops on study techniques, reading, writing, and math skills development, test taking preparation, and time management. The workshops were developed by the University of Arizona SALT Center and they were instrumental in our pilot semesters. We hope that through our partnership we will be able to provide some services to the fraternity & sorority community at the University of Arizona. We believe that this will create a successful partnership because one of our primary goals as a Greek Community is academic achievement. Spring results are pending evaluation. Method of Evaluation: Participants completed the LASSI and evaluations for each workshop session. Participants: Individuals with a 2.5 gpa or below from various chapters that would benefit from additional help and resources. Summary of Findings:

Aristotle Program Assessment

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In Fall 2007, the University of Arizona’s Fraternity and Sorority Programs office took their first initiative, involving a dynamic and exciting academic program, The Aristotle.

The Aristotle academic program is just one of the five different areas of the Legacy Program created to address key issues facing today’s Greek students.

The Aristotle academic pilot program was a seven-week program in partnership with the Strategic Alternative Learning Technique(SALT) Center designed to provide Greek students with a personalized academic plan, which included strategic learning techniques designed to improve their academic success at the University of Arizona.

Here are the results of the pilot program: Dates Attendance Topic Summary Evaluations 9/5 10 LASSI &

Goal Setting Participants completed the Learning and Study Strategies Inventory (LASSI) and discussed their results. Participants then completed their Integrated Learning Plan (ILP) and set S.M.A.R.T goals for the semester.

9/19 10 Time Management & Exam Preparation

Participants completed the Time Management Worksheet to help them visualize where their time was being spent. In addition, they were given strategies and techniques for organizing and balancing academics and social life. During the second half of the session, participants were given exam preparation strategies, such as creating study guides, concept cards and the 8-day study plan.

10/3 9 College Reading Strategies

Participants were given reading strategies about comprehension such as, skimming and scanning, SQ4R, and reading myths. Participants than worked in pairs to complete activities of comprehension.

10/17 5 Math Strategies

Participants were given math strategies, such as how to study for math, how to prepare for math exams, and how to solve word problems. Participants worked in pairs

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and individually to solve word problems in the activities. Participants were also given ways to overcome math anxiety.

10/31 7 College Writing and Essay Exams

Participants in this session were given several writing strategies. Participants took a learning style inventory and discussed ways in which each style (auditory, visual, and kinesthetic) uses different forms of organization and communication in writing. Participants also learned how to how to prepare for and approach essay exams.

11/14 7 Test Taking Strategies, Test Anxiety and Relaxation

Participants in this session were provided a brief re-cap of the previous strategies discussed in session II. In addition, they learned new strategies for test taking and how to overcome stress and anxiety. Participants were also led through a group meditation exercise.

11/28 7 LASSI Post Evaluation

Participants retook the LASSI and compared their scores from the original scores in session I. Participants discussed what they had learned from their participation in Aristotle academic program created goals for the future.

LASSI Pre and Post Results:

A total of six students turned in a completed pre and post-test of the LASSI assessment tool. When the LASSI results, evaluations, and verbal input are taken into consideration, it suggests that the students found the Aristotle program to be helpful and informational. The LASSI profiles help provide a visual representation of the students’ awareness of the ten LASSI categories. When comparing the pre and post-tests, it suggests that the students became more aware of certain aspects of their learning environment over the course of the Aristotle program. According to the LASSI profiles, all students showed great improvement in many areas. With the exception of one student, there were significant percentile jumps in the area of MOT (motivation, diligence, self-

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discipline, and willingness to work hard). Other areas that showed positive shifts were ANX (anxiety and worry about school performance), INP (information processing, acquiring knowledge, and reasoning), SFT (self-testing, reviewing, and preparing for classes), and TST (test strategies and preparing for tests).

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Spring 2008 Aristotle Results

Eval # S1 S2 S3 S4 S5 S6 R1 R2 R3 R4

1 4 3 4 4 4 4

Being with my friends. Percentiles. Food. Shorter sessions.

2 3 3 4 3 2 3

Learning about myself. I'm not anxious. Free pizza. Shorter classes.

3 N/A 1 5 3 1 2

Sitting with my friends. I have bad learning skills.

Food. Shorter sessions.

4 2 2 2 4 2 3

Showing our stengths and weaknesses with the survey.

[ Blank ] [ Blank ] [ Blank ]

5 4 2 4 3 3 3

Setting my semester goals.

What the LASSI is. More goal setting info. Less people.

6 3 5 4 4 5 5

Understand what I need to work on.

Get help when I need it. Food. Not so much waiting.

7 4 2 4 2 1 5

The LASSI test. You must take everything seriously.

Something with goal setting, if that's what you wanted to teach us.

Not asking people in general, but choosing a specific person.

Response Questions

4. I am more aware of my study strategies through the LASSI assessment.5. I made meaningful connections with other Greek students.6. After participating in this session, I am confident about improving my academic success this semester.

The AristotleSpring 2008

Evaluation FormSession I: LASSI & Goal Setting

Satisfaction Questions (Levels: 1 = Strongly Dissatisfied; 5 = Very Satisfied)1. This Session Provided helpful information.2. I better undertand Goal Setting.

1. The best part of this session was:2. The most important thing I learned during this session was:3. Something that should have been included in this sessions is:4. Something that can be improved for the future is:

3. I am more aware of my learning through the LASSI assessment.

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Eval # S1 S2 S3 S4 S5 R1 R2 R3 R4

1 5 4 5 N/A 3

The chart that shows youhow much time you haveduring the week to study.

That I have more time than I thought I did to study.

[ Blank ] [ Blank ]

2 3 3 3 3 N/A

Listing things I procrastinate on.

I am extremely un-motivated.

How to actively tackle procrastination.

N/A

3 5 5 5 3 4

Learning what makes me procrastinate rather than manage my time wisely.

Take out time to study before going out.

N/A N/A

4 3 3 3 5 3

Learning about other people's problems.

Study management. How to use time. Food.

5 4 4 5 5 5

New skills and ideas. Time management. N/A Get people involved in the class.

6 4 4 4 4 5

The big calendar for the semester.

Not to procrastinate - have incentives to accomplish more.

N/A N/A

7 4 3 3 3 3

The mapping out of the schedule.

Procrastination strategies.

[ Blank ] Having things written on the board.

8 5 5 5 3 5

Learning where my time is spent.

I need to study more. Helping students make weekly schedules.

Make schedules.

1. This session provided helpful information.2. I am more aware of where my time is spent weekly.3. I am more aware of study strategies I can use in preparing for exams.

Response Questions1. The best part of this session was:2. The most important thing I learned during this session was:

4. I made meaningful connections with other Greek students.

3. Something that should have been included in this session is:4. Something that can be improved for the future is:


Evaluation FormSession II: Time Management

5. After participating in this session, I am confident about improving my academic success this semester.

Satisfaction Questions (Levels: 1 = Strongly Dissatisfied; 5 = Very Satisfied)

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Eval # S1 S2 S3 S4 R1 R2 R3 R4

1 5 5 N/A 5

Learning new study techniques.

How to properly prepare for a test w/ the 8 day plan.

2 5 5 5 5

getting ideas for study guides and organized 3x5 cards.

Ask questions or examples from my professor.

3 5 5 N/A 4

Learning what answers professors are looking for when asking certain questions.

8 Day Study Plan

4 5 5 4 5

Learning about the 8 day study plan.

Different things to use to study.

5 4 4 N/A 4

Learning how to use the 8 day study plan.

How to make my own study guide.

6 2 2 2 4

All the fun I had. Study stuff. More food and beverages.

Flying cars.

7 4 4 4 4

The 8 day study guide. Study for longer periods of time.

8 3 3 3 3

Help with improving study time.

How to study for exams.


Evaluation FormSession III: Exam Preparation

Satisfaction Questions (Levels: 1 = Strongly Dissatisfied; 5 = Very Satisfied)1. This session provided helpful information.2. I am more aware of study strategies I can use in preparing for exams.3. I made meaningful connections with other Greek students.4. After participating in this session, I am confident about improving my academic success this semester.

Response Questions1. The best part of this session was:2. The most important thing I learned during this session was:3. Something that should have been included in this session is:4. Something that can be improved for the future is:

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1 3 2 2 3

Learning reading strategies to read faster.

How to be more effient at reading.

Reading for different classes - Math vs English.

Different types of reading strategies.

2 4 4 3 4

I liked the smaller group session, but it was a make-up.

I have good reading strategies.

N/A Have people bring something from their classes to do the worksheets on.

3 5 5 5 5

Learning useful not taking tactics.

Same. N/A Apply to different types of texts besides english/literature courses.

4 4 4 1 3

The size of the group (3).

Skimming and the reading log.

Worked well nothing needed.

Food. Otherwise, nothing.

5 4 4 3 4

Learning to skim to better acquire information.

To read questions before reading a passage.

How to stay focused. Thought it was good th way it was.

6 4 4 3 3

7 5 5 N/A 5

Learning different ways to take notes.

There are different ways of studying for different courses.

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4. Something that can be improved for the future is:

1. This session provided helpful information.2. I am more aware of the strategies I can use to improve my reading skills.3. I made meaningful connections with other Greek students.4. After participating in this session, I am confident about improving my academic success this semester.

Response Questions1. The best part of this session was:2. The most important thing I learned during this session was:3. Something that should have been included in this session is:



Evaluation FormSession IV: College Reading Strategies

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1 5 5 N/A 5

Math problems. To tackle word problems.

2 4 3 2 3

Guest speaker. Math anxiety strategies. More interaction?

3 4 4 5 4

The logic solving slide show.

Time management. A video or more hands on project.

More hands on.

4 3 2 4 3

Math. Meth. Meth. [ok…]

5 1 1 2 1

It was easy. I'm not bad at math. More relevant info. Not for children.

6 1 1 1 1

The is probably wasting all of our time.

7 4 4 4 4

8 4 4 4 4

The math problems. Steps to complete the problems.

More problems.

4. Something that can be improved for the future is:

1. This session provided helpful information.2. I am more aware of strategies I can use to improve my mathetmatical skills.3. I made meaningful connections with other Greek students.4. After participating in this session, I am confident about improving my academic success this semester.

Response Questions1. The best part of this session was:2. The most important thing I learned during this session was:3. Something that should have been included in this session is:



Evaluation FormSession V: Math Strategies

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Eval # S1 S2 S3 S4 S5 R1 R2 R3 R4

1 5 5 3 N/A 5

Learning about and seeing examples of my learning style.

Talk to profs.

2 4 3 5 4 3

How to start essays. Talk tabout my situation that made papers hard.

3 5 5 5 3 4

Discovering that I am a visual learner.

Drinkgs to go with the cookies.

4 5 5 5 3 5

Sitting at the table (more engaging)

That I was an auditory learner.

5 5 5 5 5 5

Learning what kind of learner I was.

Learning new ways to improve my writing.

6 5 5 5 5 5

Getting into groups. I'm an auditory learner. Nothing it was great

7 5 5 5 4 5

Learning what type of learner I am.

I am an auditory learner.

8 N/A N/A N/A N/A N/A

The cookies. Auditory learning techniques.


4. I made meaningful connections with other Greek students.

1. This session provided helpful information.2. I am more aware of strategies I can use to improve my writing skills.3. I am more aware of strategies I can use for essay exams.

5. After participating in this session, I am confident about improving my academic success this semester.




Evaluation FormSession VI: College Writing Strategies

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Eval # S1 S2 S3 S4 S5 R1 R2 R3 R4

1 3 4 4 4 4

Perppermint gum.

2 5 5 5 3 4

Learning about stress and test anxiety.

Test taking tips true/false tips.

3 5 5 5 4 4

Test taking skills. How to prepare for a test.

4 5 5 5 3 5

The seating arrangements.

Learning why I daydream during tests.

5 5 5 5 5 5

Learning the ways that I have test anxiety.

6 4 3 4 3 4

Test anxiety. Managing stress.

7 4 4 4 4 4

Test taking strategies. Be calm during test.

8 2 2 2 2 2

It was short. Next week its done. The end.


3. I am more aware of strategies I can use to overcome test anxiety.

1. This session provided helpful information.2. I am more aware of strategies I can use to improve my test-taking skills.

3. I made meaningful connections with other Greek students.4. After participating in this session, I am confident about improving my academic success this semester.




Evaluation FormSession VII: Test Taking & Test Anxiety

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Eval # S1 S2 S3 S4 S5 S6 S7 S8 S9 S10 S11 S12 S13 R1 R2 R3

1 4 4 4 3 2 3 4 3 3 2 3 3 2

KA made me do it but I found it helpful for study skills.

Help for studying and time management were what I needed most so those were the best.

How to plan my weeaccordingly to my scschedule.

2 5 5 5 5 5 5 5 5 5 5 5 5 5

Forced to. Nothing. Studying.

3 3 3 3 4 N/A 3 4 4 4 2 3 4 4

Manditory probation requirement.

Cookies. I lack motivation.

4 5 N/A 4 5 N/A 5 5 5 5 3 5 5 5

My standards required that I go.

Group interactions. 8-day study model.

5 4 4 4 3 2 3 4 5 3 3 4 3 4

For my fraternity. Skills and helpful ideas shared.

Test taking/study strategies.

6 3 4 5 4 5 4 4 3 4 4 5 5 5

I was forced. Learning new strategies for getting better grades.

Goal setting and howimportant it is.

8. Session VIII: LASSI Post Evaluation.9. Overall Aristotle Program.10. Through the program I made meaningful connections with other Greek students.11. After participating in the program I more aware of the strategies and techniques I can use to improve my learning and study habits.12. After participating in the program, I am confident that I improved my academic success this semester.

1. My reasons for participating in the Aristotle Program were:2. The best part of the Aristotle Program was:3. The most important thing I learned during the Aristotle Program was:

5. Something that can be improved in the future is:4. Something that should have been included in the Aristotle Program is:

1. Session I: LASSI & Goal Setting.2. Session II: Time Management.3. Session III: Exam Preparation Strategies.

13. After participating in the program, I am motivated and inspired to be a better Greek student at the UA.

Response Questions

4. Session IV: College Reading Strategies.5. Session V: College Math Strategies.6. Session VI: College Writing Strategies.7. Session VII: Test Taking Strategies.


Evaluation FormSession VIII: LASSI & Post Evaluations


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Intern Reflection Paper

Daniel Alu Aristotle Final

Reflection Paper Over the past semester I have been taking part in a new pilot academic program known as “Aristotle”. It was brought into Greek Life from the SALT Center of the University of Arizona. The lead for this program is Liz Canales, a graduate student that provides the educational skills and resources to teach this program to the undergraduate students participating in the program. I am a President of a recognized Greek fraternity, Kappa Alpha Order, at the University of Arizona campus. I was talking with Greek Life advisor Gary Ballinger early in the semester and he informed me about Aristotle and their request to add more Greek students to the program. I thought this would be a great opportunity to improve the academic success of my organization’s members. I compiled a list for Mr. Ballinger that included over 20 Kappa Alpha members that will participate in the pilot program. I did this by requiring every member below a 2.25 cumulative GPA to join the group. This is the first semester that we have added an academic program requirement for grade infractions, but next semester all members were informed that this minimum GPA will be increased to 2.5 in order to more us forward in academics. Mr. Ballinger also notified me that Aristotle was looking for a Greek Life organization leader to become an intern for the program in order to help Liz Canales with data entry for evaluations and aid in the weekly program meetings. I jumped on this opportunity to become a part of this pilot program. Aristotle’s academic program is broken up into an introduction and eight sessions that are conducted on a weekly basis. A LASSI (Learning and Study Strategies Inventory) is done during the first session. This is a system designed to help a student develop or expand their awareness on their academic areas that they lack in order to become more successful in college. The strengths and weaknesses are ranked into ten different areas and this makes it easier for the student to acknowledge the areas that they need the most focus to improve. The Aristotle sessions work on many different areas of learning and study strategies in order to improve the LASSI score of each student. During the last session the students will take the LASSI exam again and they will have an opportunity to compare it to where they were at the beginning of the program. Their efforts will be shown through the increase of strengths in the different categories. Students will also be able to note the areas where they still need improvement, but now that they have acquired new learning and study strategies this feat will be more achievable. We started of the program by having the students work on goal setting so that they have goals of where they want to be academically at the end of the semester and beyond. The next session dealt with time management and the students were asked to bring their class syllabus so that every exam was scheduled into their semester. This helps them to improve one of the largest problems with academics, bad time management. Without planning ahead and knowing what is coming up in classes it is very difficult to use the study strategies to prepare for papers or exams when proper time management was not used. Exam preparation was another extremely important session because it taught many

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valuable study strategies for test preparation. The 8-day study plan was also introduced to the students, giving them a sample study plan to give the student a successful method for studying before an exam. There were many other sessions that had many important parts of learning and study strategies, including: college reading strategies, college mathematics strategies, college writing strategies, test taking, test anxiety, and many additional resources. There were over a hundred students that registered for the program and that was a number much higher than what was expected for the pilot run of the program. A majority of the students were there due to academic sanctions by their Greek organization (such as mine), but there were quite a few who did the program voluntarily. As a Greek organization on campus I find it very important to have programs like Aristotle available. There are only so many programs and opportunities for Greek leaders to aid their members into excelling in academics. I am very glad to have been able to experience Aristotle and have members from my fraternity take part in the pilot. Liz Canales was a great instructor for this program because she has the learning and study strategies herself and she also has been very involved with Greek organizations on our campus. Over the semester there were students who dropped or were removed from the course, which is inevitable. But of all the students still in the program I feel that Aristotle helped them with focusing more on academics and having the resources and knowledge to do so. I will be placing my members in this program next semester because I feel it is a very important program to further the students and the Greek Life in general.

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Evaluation Summary Judicial Board Annual Report

Summary: As a whole the past academic year has been fairly uneventful in terms of crisis management. However with that said there was an increase in GAMMA violations, and there were a few organizations that were habitually sent to the Greek Judicial board. This increase in GAMMA violations can most likely be attributed to the increased enforcement of our policies and reporting of violations. Being that most GAMMA violations were for similar reasons (unregistered events/late GAMMA forms), we will try to combat this by continuing to increase education on the GAMMA policy and emphasize its importance to the chapter presidents and social chairs. After the group of cases regarding the PAB (Philanthropy Advisory Board) guidelines it became apparent to the justices that those guidelines must be revised and the entire community must be better educated of these guidelines. Hopefully in the coming months we will be able to aid PAB in amending the guidelines to better address the issues of our community. It was our goal as justices to evaluate each case on an individual basis and then decide the best course of action to educate the respective chapter. As you will notice from the list of sanctions, those chapters who continually were referred to our board received more harsh punishments then those for the same offense with no prior history. We believe that our chief responsibility is to improve the overall Greek community through education and communication rather than harsh sanctions with no educational value. Chief Justice:

Mark Herchold - graduated Associate Justices:

Zach Nadler – returning Josh Coelho – returning Angela Chin – returning Bridget Foley – returning Katie Joslyn – not returning

Brett Klein – graduated Craig Truitt – graduated Genevieve Mandel – graduated Megan Bushee – graduated Jessica Aguirre – deceased

For the Fall of 2008 – Spring 2009 Academic year, Zach Nadler was appointed the new Chief Justice and we will need three new male and two female justices. List of Cases:

Case Number

Defending Chapter

Date of Hearing

Violation(s) Finding Open/ Close

d

Date Closed

1F-07 Phi Gamma Delta 09.05.07 GAMMA/flyer Responsible Closed 10.31.07

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2F-07 Delta Chi Lambda 09.05.07 GAMMA/unregistered Closed 09.05.07 3F-07 Gamma Alpha

Omega 09.05.07 GAMMA/unregistered Closed 09.05.07

4F-07 Delta Sigma Phi 09.18.07 GAMMA/unregistered/facebook flyer

Closed 03.01.08

5F-07 Lambda Theta Phi 09.18.07 GAMMA/late forms Closed 09.18.07 6F-07 Chi Phi 10.17.07

10.30.07 Unkempt Chapter

House/Neighborhood complaint

Closed 05.14.08

7F-07 Alpha Epsilon Pi 10.17.07 10.30.07

GAMMA/unregistered Not responsible

Closed 10.30.07

8F-07 Gamma Phi Beta 10.30.07 GAMMA/hazing Closed 04.14.08 9F-07 Theta Nu Xi 12.05.07 GAMMA/missed

meetings Closed 12.05.08

10F-07 Alpha Epsilon Pi 12.05.07 GAMMA/unregistered/

Open Appealed to DOS

1S-08 Delta Tau Delta 01.30.08 Community Standards/Neighbor

complaint

Closed 1.31.08

2S-08 Kappa Alpha Order

01.30.08 Unregistered Event Closed 1.31.08

3S-08 Sigma Alpha Epsilon

02.27.08 Noise Complaint Closed 4.14.08

4S-08 Phi Beta Sigma 03.12.08 Failure to control member @ Greek

event

Closed 03.13.08

5S-08 Chi Omega 03.12.08 PAB/war of roses Closed 5.14.08 6S-08 Kappa Kappa

Gamma 03.12.08 PAB/war of roses Closed 5.14.08

7S-08 Pi Kappa Phi 03.12.08 PAB/war of roses Open Case

Number Defending Chapter

Date of Hearing

Violation(s) Open/ Close

d

Date Closed

8S-08 Gamma Phi Beta - See case 11S-08 9S-08 Alpha Phi Alpha 03.12.08 GAMMA/unregistered Closed 03.13.08 10S-08 Kappa Sigma 03.12.08 Raid Policy vs. Theta Closed 11S-08 Gamma Phi Beta 03.12.08 GAMMA & PAB Closed 04.18.08 12S-08 Alpha Gamma

Rho GAMMA/missed

meetings

13S-08 Beta Sigma Epsilon

04.02.08 GAMMA/missed meetings

Closed 04.03.08

14S-08 Tau Kappa Epsilon

04.02.08 GAMMA/risk management issues at

event

Open/ appeal

Appealed to DOS

15S-08 Kappa Alpha Psi no show GAMMA/non-approved event

Will be heard in

fall semester

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16S-08 Sigma Alpha Epsilon

04.15.08 GAMMA/unregistered Open

17S-08 Sigma Phi Epsilon 04.15.08 GAMMA/unregistered Closed 04.16.08 List of Sanctions:

Case Number

Defending Chapter Sanctions Completed (y/n)

1F-07 Phi Gamma Delta 75% chapter to attend GAMMA presentation by 10.31.07

Yes

2F-07 Delta Chi Lambda Official reprimand Yes 3F-07 Gamma Alpha Omega Official reprimand Yes 4F-07 Delta Sigma Phi 80% chapter take GAMMA quiz

by 03.01.08 Yes

5F-07 Lambda Theta Phi Official reprimand Yes 6F-07 Chi Phi Educate Chapter on Rincon

Heights HOA Bylaws, Neighborhood cleanup by 12.15.07, and probation until 05.14.08

Yes

8F-07 Gamma Phi Beta 1 GAMMA approved event for remainder of semester, must submit calendar of event for remainder of year.

Yes

9F-07 Theta Nu Xi Official reprimand Yes 10F-07 Alpha Epsilon Pi Alcohol Activity Suspension until

03.03.08, probation from 03.03.08 until end of fall ‘08 term, member of GAMMA must present policy by 03.03.08 -- At loss of appeal sanctions will stand with amended dates.

Appealed

Case Number

Defending Chapter Sanctions Completed (y/n)

1S-08 Delta Tau Delta Pay for damaged property of neighbor

Yes

3S-08 Sigma Alpha Epsilon 10% chapter attend social justice workshop, then members must present approved info to remainder of chapter

Yes

4S-08 Phi Beta Sigma Review national policy, especially with regards to alcohol

Yes

5S-08 Chi Omega 80% chapter read PAB guidelines by 04.18.08

Yes

6S-08 Kappa Kappa Gamma 80% chapter read PAB guidelines by 04.18.08

Yes

7S-08 Pi Kappa Phi Must present a detailed outline of the philanthropy “War of the Roses” at the beginning of the

No

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semester in which it will occur. This includes the dates and outline of the possible events.

10S-08 Kappa Sigma Members involved must complete community service by 04.30.08

No- asked for an extension because

of current probation

11S-08 Gamma Phi Beta 1 Approved GAMMA event until end of Spring ’08, 80% chapter review PAB guidelines

Yes

13S-08 Beta Sigma Epsilon Official reprimand Yes 14S-08 Tau Kappa Epsilon 100% exec/90% chapter must

read GAMMA and PAB policies by end of spring 08. Social Chair must attend all GAMMA meeting for remainder of year. Alcohol suspension for remainder of semester. Only 1 registered alcoholic event between now and homecoming. Social chair must schedule meeting with Greek Coordinator to discuss fall 2008 plans in length.

Appealed to DOS

16S-08 Sigma Alpha Epsilon Probation until end of Fall 2008 semester, only one event with alcohol allowed between 4.15 and 10.?? . Any issues regarding alcohol will result in immediate referral and more severe sanctions.

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Evaluation Summary Greek Week

Description of Program: o Greek Week is a program that intends to bring together all of the chapters and promote unity and greek life

on campus. Method of Evaluation:

• Benchmarking with PAC 10 colleges. Participants:

• Benchmarking with PAC 10 colleges. Summary of Findings:

Garrett Olson 2/6/08

Internship

Greek Week

Over the past few weeks, I’ve been randomly asking students in the greek community about their feelings towards greek week. Not really to my surprise did many of them know very little about the event if anything at all. Upon speaking to my friend in Alpha Phi last night did she inform me that she loved greek week our freshman year but ever since didn’t think much of it due to lacking participation. I referenced logs from prior greek week years and 2004 seemed to be the last real successful try at putting on greek week. I however plan to at least get the ball rolling back in the right direction to get greek week back on track and a popular event for greeks on campus. I believe one of the most effective ways to get greek week back on the mind of each chapter is to have a representative go to each chapter and hype up the event through means of handing out flyers as well as speak to the chapter as a whole. Now there needs to be some sort of tentative schedule to distribute which I believe can be made within the next few weeks. Unless there is an event pertaining to partying, the greek community tends to listen to something and forget it in the next sentence therefore I feel as though a representative needs to attend each chapter at least three times prior to the event just to keep it fresh in peoples minds. This may seem repetitive and unnecessary but I feel as though this might help participation. In my mind, I feel as though greek week should be an event where fraternities and sororities can come together as a community and participate in group events while giving back to the community in which they live. There is enough of a focus on partying that a week long event like this can remind the greek community that they have an obligation as leaders to show what they are capable of doing in regards to fund raising and community service. While this may seem like a painstaking task, I believe that with diligent effort and hard work, an event like this can and will be accomplished. Below is a rough schedule of ideas that I feel as though would entertain the greek community as well as instigate a sense of giving back. Lessons Learned:

Poor publicity prevents event success Organization is key

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Changes/Actions: Monday:

- Opening ceremonies to describe what greek week is about as well as give a schedule for the week - Introduce greek staff responsible for greek week as well as introduce selected teams participating - Begin a week long canned food drive - Have a speaker to talk to the community about important issues revolving around greeks: DUI, hazing,

school, etc. Tuesday:

- continue canned food drive - contest involving creating a banner to hang in front of (1) house per team that represents their team to be

hung by this night. - Greek King and Queen voting by means of penny wars

Wednesday: - canned food drive continues - at night possible ideas:

o greek family fued game show o concert on mall o Wii tournament

Thursday: - canned food drive continues - penny wars continue

Friday: - last day for the canned food drive - turn in all canned food by 7 pm

Saturday: - Greek Olympics in the morning - DJ on the mall? - Closing ceremony announcing winners, etc.

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Evaluation Summary Greek Life Senior Focus Group

Description of Program: The program was a one time program that was a focus group geared towards senior members from the Greek Community. This focus group was more of an assessment tool for FSP to learn about the new member process, recruitment, new member symposium, and new Greeks overall perception of the office.

The focus group was used to evaluate how well our office is communicating our role to seniors in the Greek community. The focus group was also designed to evaluate the students satisfaction with some of the programs established through our office and within their own chapter. I have attached the transcript from the focus group to end of the evaluation so you can read the questions and responses. Method of Evaluation: The program was not evaluated (the students at the focus group did not fill out an evaluation). I feel that based on the timing of the focus group we had a good turn out (four men and two women). The information we were able to gather during the focus group was excellent. The evaluation for the information in the focus group has just begun. I plan to pull common themes from the transcript and work on improving different programs or changing current outreach processes based on the information. Participants: The identity of participants in the focus group is protected; however the students were all seniors members in their chapter. Summary of Findings: The summary of our findings has not been created as of yet. The transcript is attached at the bottom of this summary. Some of the main findings that stick out to me from reading through the transcript and from holding the focus group are bulleted below.

• Students do not know what the FSP office’s role is or what the staff in the office do • Majority view membership as a social experience, academics are only a focus in relationship to

study tables • Most have tunnel vision in relationship to the community and their role • Most believe that there is not much to do to improve Greek image on campus • Most of the seniors want to be involved, but they don’t want to intrude in freshman/new member

activities. Seniors also want to know what other seniors in other chapters are doing after they graduate.

a senior dinner/senior social/ block party senior book that all the seniors write in and then the book is given out to the new

members of the following year • Many seniors feel that since they don’t live in any more and don’t hold positions that there

involvement has changed/decreased • Being Greek did not help these senior with academics

o Study hours are just not enough • Being Greek helped a great deal in leadership skills, not only in the chapter but in other

organizations

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• Some of the advice the seniors gave to the new members was: o they should get to know other people in different chapters o get more involved in activities and organizations around campus o seniors feel that the 2nd semester of senior year they become less involved in campus

activities and there chapter • Many don’t really know what the Office of Fraternity and Sorority Programs actually does

Lessons Learned: I feel that there is a lot that can be learned from the information gathered in the focus group. I outlined some the findings above, but I plan to look more closely at the themes from the group and really dissect what they mean and what changes need to be made or what needs to continue based on this information. Changes/Actions: The findings from this focus group will be used to improve the FSP office’s outreach, and focus some additional time on developing upper-class specific programs.. I also think that some of the chapters will be able to benefit from this information.

• I would like to do more focus groups with different students. I am not sure that I would change the new member focus group at all.

• A senior dinner/senior social/ block party • Senior book that all the seniors write in and then the book is given out to the new members of

the following year

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Senior Focus Group Transcript

Questions for Senior Focus Group Key: Red is the material I received off of the tape recorder Blue is the material I received from the emails ***note that I only received 4 emails and there were 5 participates** Green is the material that stood out to me for future suggestions, participates kept saying similar answers

1. How many years have you been part of your chapter? When did you join? -as a freshman (everyone)

2. Have you ever lived in your chapter house? -yes sophomore and junior year -yes sophomore year -yes sophomore and junior year -yes I am still living there now If so how many years and are you still currently living there?

3. About how many seniors do live in your chapter house? -5 -2 -3

-1

Why do seniors chose to live in or not? -to get away from the house mom -live in b/c its finically practical -had to fulfill a 2 year requirement -the only ones who stay are the ones who have a position in the house (the pres.)

4. Are most of your friends part of your chapter? -Yes (everyone said this)

5. How would you describe the culture in your chapter for seniors? (ex. do most seniors attend chapter) - seniors still attend chapter -if you don’t attend chapter you get fined -senior just attend social events -yes seniors still come

6. How involved have you been throughout the years you have been in your chapter?

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Have you held any positions? -very involved since day 1, but senior year I have definitely taken a step back. --freshman year was super involved and as you get older you just slow down with involvement. I was on our standards board. -I was in an officer position for two years and in Panhellenic, but senior year hi have really been less involved - I have been alumni chair and treasurer As a senior do you feel that your involvement throughout the chapter has changed? If so how.. -I was on my chapter’s recruitment board this past fall, I had to still be very involved in the chapter. As soon as recruitment was over though, I did not do a whole lot

- Definitely less involved because now mixers and things are with freshmen, we’re too old! Also its exciting for freshmen and don’t want to take away things from them. - I have tried to step back and allow the current leadership to take their roles and run with them -No , my involvement has not changed

7. As a senior do you feel that your involvement throughout campus has changed? -As a freshman and sophomore, I was not involved in other campus activities because I was so busy with doing stuff for my chapter. But as I got older I became involved in more activities -Yes, because now I have a job and need to make money -Yes, I have stepped back from a lot of activities on campus also -I think I am more involved as a senior

8. What kind of senior programming or education does your chapter offer?

-My chapter doesn’t have any programming or education. -We have senior week but that it - We had a senior brunch to learn about the alumni organization and we have a senior week where we are celebrated at the end of the semester -Senior week and some senior activities on the way How connected do you feel to your chapter being a senior?

-I don’t feel that connected as much as I used to. Living out senior year, you feel very disconnected because most of the things you find out are just based on being around the house. -Since I am less involved I feel like I am less connected - I still feel very connected – more so than past classes. But not living at the chapter and not holding a position has made it more difficult to feel -I still feel very connected

9. How connected do you feel to the new members and other members besides the seniors? -I only know a hand full of new members from the fall on a personal basis. All the rest, I know all the rest of them except a few.

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-Freshman not at all, but sophomores and junior I am close with connected. -Very connected to the junior pledge class. I know every sophomore pretty well. I know very few members of the new class. -Because I am a pledge educator I have gotten to know many of the new members so I am still close with them.

10. When you came to the U of A did you anticipate becoming Greek? -I knew I was going to be Greek way before I came to college. My family was Greek so I knew I wanted to be Greek. - No, I rushed but never even thought I would finish rush -Yes -No Do you have any family members that are Greek? - Yes my mom and Dad - No - Grandfather, cousin, brother and sister - My father was Greek

11. How do you think being Greek impacted your involvement throughout campus?

-If I was not Greek, I would not have known about the campus opportunities that are out there. Being Greek though did take away time that I could have spent in other organizations.

- Definitely made me more involved. I heard of so many more opportunities because I was Greek, by meeting more people and doing things they did and by the people who come to make announcements at chapters.

- Everything that I have done has been easier because I’ve known a number of people in every organization I’ve ever joined. - Better social development and giving a starting point, where you can find something in common with another person involved in the same activity.

12. How did being Greek impact your academics? -I can’t really say if I was not Greek that my grades would have been better or worse. -Negatively impacted me on my grades -I think my grades would have been higher if I was not Greek -Didn’t really affect them How did being Greek impact your leadership performance?

-Being Greek opened up so many leadership opportunities. I benefited from it so much.

- Helped me take leadership roles as a freshman in other clubs because freshman leadership is highly encouraged.

- My leadership experiences and skills were HUGELY impacted through my membership in a Greek chapter. I was able to learn by watching and doing. -I have a lot more leadership ability due to being Greek

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As a senior what advice do you give new members just joining your chapter and the Greek community here at the U of A?

-I tell them to get involved in other clubs and to get to know the people in their dorms

- Enjoy it! Love it! Be a member not a joiner! Soak up every second of it! - Make friends with people in other chapters! Get involved in other campus organizations! - Enjoy but study hard, go to class and pay attention, make friends, and have fun.

13. Please finish the sentence: Looking back on my experience as Greek I wish I had……… -gotten more involved in other campus clubs earlier on -I’m happy with everything

- Gone to Grand Convention! -Been more involved throughout campus

14. How has being part of your chapter impacted your future adventures? For examples: career choices, graduate schools ect. -I have not used my sorority for connections yet, but I know I will

- Unfortunately this is one part of my specific chapter that disappoints me. other chapters have such great networking through nationals and alumni but mine is horrible!

- I have made a ton of contacts that I am using to find a summer job and to get letters of recommendation. -I got my first job through a connection

15. What do you think is the role of the Office of Fraternity and Sorority Programs? Did they live up to that role? -The role of FSP is to help advise the chapters on campus and help them in any way that they can. They helped out my sorority so much, especially during recruitment, so to me, they lived up to that role. -No clue - Their role is to provide support and guidance for the chapters in every way (risk management, education, leadership programming, chapter management, etc.) They certainly lived up to that role, but many members of the community did not take advantage of that resource because they see the Office as the “bad guys.” -I don’t really know what they do

16. How do you feel the Office of Fraternity and Sorority Programs could focus more on seniors?

-There could be some networking socials maybe that FSP planned because regardless of what chapter, we all are part of Greek life and can help each other out.

- Promoting senior only events so that you remove the “we are too old to be around freshmen” factor of going to events -An all Greek Senior Dinner -Senior social at the beginning and end of the year

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17. Please state in one or 2 words what you think your overall experience as a senior in Greek Life here at the U of A?

-Emotional and fun -Frustrating and Amazing -Emotional rollercoaster -Amazing

18. Looking back on your 4/5 years as a U of A student, how do you think you have changed in those years? How did your Greek experience have any influence on these changes?

-I think I have changed so much from the person I was coming to the UA. Being in Greek life opened up so many doors and I got to know some awesome people throughout the years. I will never forget what I have gotten out of this experience and I have no regrets with anything I have done in my 4 years here. - So much. You can’t go from being 18 to 22 and not make some major changes. I’ve matured and according to my mom the sorority has made me into “a lady” She credits the sorority with my communication skills. - I have changed in every way… I have become more aware of my values, my aspirations, and even my limitations. I have also met some amazing individuals who will be my best friends for the rest of my life. -Became more responsible and matured

Overall assessment -Most of the seniors want to be involved, but they don’t want to intrude in freshman/new member activities. Seniors also want to know what other seniors in other chapters are doing after they graduate. -a senior dinner/senior social/ block party -senior book that all the seniors write in and then the book is given out to the new members of the following year -Many seniors feel that since they don’t live in any more and don’t hold positions that there involvement has changed/decreased -Being Greek did not help these senior with academics -Study hours are just not enough -Being Greek helped a great deal in leadership skills, not only in the chapter but in other organizations -Some of the advice the seniors gave to the new members was: -they should get to know other people in different chapters -get more involved in activities and organizations around campus -seniors feel that the 2nd semester of senior year they become less involved in campus activities and there chapter -Many don’t really know what the Office of Fraternity and Sorority Programs actually does

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Evaluation Summary Spring

Bid Day Informational Survey Pre 1) Please explain to the best of your ability the legal definition of sexual assault. (90 responses; 63 correct; 70% correct) Post 1) Please explain to the best of your ability the legal definition of sexual assault. (91 responses; 85 correct; 93.4% correct) Pre 2) How, if at all, do you believe incapacitation due to alcohol impacts ones ability to legally consent? (88 responses; 54 correct; 61.3% correct) Post 2) How, if at all, do you believe incapacitation due to alcohol impacts ones ability to legally consent? (87 responses; 62 correct; 71.3% correct) Pre 3) How do you determine if consent has been given during an intimate situation? (86 responses; 35 correct; 40.7%correct) Post 3) How do you determine if consent has been given during an intimate situation? (88 responses; 80 correct; 90.9% correct) Pre 4) Please list at least three warning signs for over intoxication (alcohol poisoning)? (91 responses; 22 correct; 24.2% correct) Post 4) Please list at least three warning signs for over intoxication (alcohol poisoning)? (86 responses; 39 correct; 45.3% correct) Pre 5) Please list three methods/strategies to reduce dangerous drinking behaviors. (92 responses; 7 correct; 7.6% correct) Post 5) Please list three methods/strategies to reduce dangerous drinking behaviors. (88 responses; 7 correct; 8% correct) Pre 6) What is the University of Arizona’s definition of hazing? (86 responses; 5 correct; 5.8%) Post 6) What is the University of Arizona’s definition of hazing? (88 responses; 21 correct; 23.9%) Pre 7) Please list any resources on campus you could utilize if you felt you were being hazed. (88 responses; 73 correct; 82.9%) Post 7) Please list any resources on campus you could utilize if you felt you were being hazed. (91 responses; 79 correct; 86.8% correct)

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Evaluation Summary

Description of Program: • What is the program you are evaluating?

o Executive Retreat • What are the learning outcomes for this program?

o Improving Interpersonal Communication o Understanding Conflict Styles o Understanding Biases o Understanding Greek Life History, Status on Campus, Current Projects and Initiatives o Developing Interpersonal Relationships o Clarified Values o Understand Different Leadership Models and Styles o Goal Identification and Action Planning

• What was evaluated and why? o Satisfaction with program content, preparedness after program to be an effective leader, sense of

community Method of Evaluation:

• How did you evaluate the program or service? o Survey

Participants:

• Who was evaluated? o All attendees

• Provide demographic information. o 2 Males, 6 Females o 1 Sophomore, 6 Juniors, 1 Senior

Summary of Findings:

• What were the overall findings from participant feedback? o Overall, attendees felt that the learning objectives were accomplished o They feel more comfortable knowing the other leaders with whom they will work

• Using your Event Recap Forms, what are some trends in attendance, cost, etc.? o NPHC did not attend

Lessons Learned:

• What did you learn from both the participant feedback and the information in the Event Recap Forms? o Times allotted were not appropriate for all areas/activities o Need more interaction with Leadership Models o Continue to do Challenge Course

Changes/Actions:

• How do you plan to use the findings from the participant feedback and the Event Recap Forms? o See Above

• What changes would you make to this program? o Increase amount of time for goal setting

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o Set aside Council Time o Encourage participation from NPHC more

• What would you keep the same? o Topics covered

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Presidents and Advisors Retreat Evaluation

Please respond to the following questions using the scale listed below. 1 2 3 4 5 Strongly Disagree No Opinion Agree Strongly Disagree Agree 1) I found the president’s manual informative. Strongly Disagree 0 Disagree 0 No Opinion 4 Agree 25 Strongly 30 Agree Comments: 2) I plan to use the president’s manual often in my work as a chapter president. 1 0 2 0 3 10 4 17 5 7 Comments: -Absolutely important to compare chapter goals to the goals of Greek Life./ IFC Exec - 3) I understand what is expected of me at my chapter’s events involving alcohol. 1 0 2 0 3 9 4 10

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5 30 Comments: -Complicated subject must be addressed proper. 4) I understand the Student Risk Management Policy (GAMMA). 1 0 2 0 3 6 4 17 5 27 5) I understand the University of Arizona Hazing policy. 1 0 2 0 3 0 4 15 5 36 6) I have a good understanding of who works in the Office of Fraternity and Sorority Programs and what they do. 1 0 2 0 3 0 4 13 5 32 Comments: 9) I understand my responsibilities and the expectations associated with my leadership position. 1 0

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2 1 3 3 4 9 5 24 10) I feel well informed regarding current Greek projects and initiatives. 1 0 2 1 3 8 4 14 5 14 Comments:

Documents

Arizona Student Unions CENTER FOR STUDENT ...nca2010.arizona.edu/documents/Criterion 5 Engagement/CSIL...1 Arizona Student Unions CENTER FOR STUDENT INVOLVEMENT & LEADERSHIP Area: