Michele Feldman & Valerie Laurent – Final Report #3
1. Problem Analysis
1.1. What is your system of interest?
Our system of interest is the Fraternity and Sorority community at Georgia Southern University. The community is comprised of 2,000 students. This represents a little over twelve percent of the general Georgia Southern population. Our community contains 34 different organizations.
1.2. What are the sub-systems?
Our sub-systems derive from our main system, the Fraternity and Sorority community, containing four unique and individual councils. These four councils are the National Pan
Hellenic Council, the Multicultural Greek Council, The Panhellenic Association, and the Interfraternity Council. The National Pan Hellenic Council is a governing body comprised of nine organizations, which are historically African American in membership, at Georgia Southern these organizations range in membership from two active members to twenty five. The Multicultural Greek Council is made up of three different organizations typically Latino in membership. The Panhellenic Association is comprised of seven social organizations that are historically Caucasian-based. The Interfraternity Council is comprised of seventeen social organizations that are predominately Caucasian based as well. The
Panhellenic Association and Interfraternity Council tend to contain larger organizations within their councils ranging anywhere from 10 members to 185. Another subsystem is prospective and incoming students and their family members.
1.3 What symptoms drew your attention to this system of interest?
The issues in our community that drew our attention to the Greek Community are segregation, hazing, poor academics, sexual assault, and substance abuse.
1.4 Are there performance gaps involved in this problem that might justify a learning intervention?
Valerie and I are both graduate assistants working in the office of fraternity and sorority life, thus we are interested in the success of our students as Greek leaders. However based on our experience, as undergraduate students the Greek students at our current place of work are not aware of the differences and similarities of the Fraternities and Sororities on their campus. Also there is a need to utilize Greek affiliated students in the recruitment and retention of students at the university. The Greek Ambassadors must be knowledgeable of their community in order to assist during university recruitment events and new student orientation.
One of the main issues that drew us to create a Greek Ambassador Program was the need to discuss diversity on our campus after the issue at the University of Alabama took place earlier this year. In this situation the Panhellenic Community refused to extend bids to potential new members of the African American race. We, as an office, are aware that the racism and segregation within the Panhellenic Community and other Greek councils is still prevalent within the South and at Georgia Southern. We believe that the Greek
Ambassadors, facilitating community development, through all-council programming, will bridge the gap of segregation, which may facilitate conversations about diversity, thus creating more diverse interactions and ultimately diversifying the organizations.
Another issues that exists in our community, especially apparent within the IFC community, is academics. We hope to use the Greek Ambassadors to facilitate academic programs during finals and midterms week in order to set the precedent that grades are important. We can see the issue with academics specifically within IFC because our Grade Report for this year showed that 180 out of 919 men, approximately 20%, had a GPA lower than a 2.0.
Another way that our Greek Ambassador Program can contribute is by helping with Anti-Hazing week and Sexual Assault Prevention Programs. We have had at least four of these cases within this year. The only way that we can prevent issues like this from existing in the community is to have programming efforts that exist to counter these negative aspects of Fraternity and Sorority Life.

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Michele Feldman & Valerie Laurent – Final Report #3
1.4.1 Mager and Pipe Performance Gap Analysis Model

Michele Feldman & Valerie Laurent – Final Report #3
2. Needs Assessment
2.1. Optimals 2.1.1. What information and data would you collect?
I would survey the Greek Community to see a more honest analysis of the alcohol abuse, sexual assault and racism that exists.
2.1.2. How would you collect that information and data?
I would use qualtrics to survey the Greek Students within our community.
2.2. Actuals 2.2.1. What information and data would you collect?
In reality, a survey of Greek Life students sounds like a good idea, however the apathy in the community to discuss issues would not create for a huge response. Therefore, we would have more luck surveying our chapter presidents for this kind of information at a Presidents Meeting.
In order to create this Greek Ambassador Program we needed to collect information on all four councils, the history of Greek Life at Georgia Southern University and leadership development and icebreaker activities.
2.2.2. How would you collect that information and data?
In order to collect this information we would survey our Presidents at the Chapter Presidents Meetings that The Office of Fraternity and Sorority Life (OFSL) facilitates. For the information on councils, we looked to other universities to send information on their Greek Ambassador Programs, as well as asked our councils to provide information. We use outside resources like NIC, UOFI and other professional literature to create leadership development activities and opportunities.
2.3. What are the discrepancies between the current (actual)and desired (optimal) state?
The discrepancies lie in the fact that many of our Greek Students are set in the “Georgia Southern Way” of doing things. The students believe every aspect of their Greek ways derive from Georgia Southern Greek Life Culture and do not want to move forward by confronting issues.
2.4. What priorities can you assign to the identified discrepancies or goals?
The previous question really touches on why we need a Greek Ambassador Program so badly at Georgia Southern University. We have programming efforts to counter hazing and sexual assault, such as Anti-Hazing Week and participating in the Walk a Mile in Her Shoes program, however OFSL cannot combat all of these problems on its own. We have conversations with our Chapter Presidents and our Council Executive Boards about Diversity and try and promote progressive ideas, however, the Greek Ambassador Program will help us reach those students that are still developing. Many times our leaders in Greek Life are the ones who understand the importance of being progressive, so they are not the ones we are necessarily concerned with. We simply ask them to lead the way to a more enlightened community.
2.5. Prepare a goal statement.

Michele Feldman & Valerie Laurent – Final Report #3
“Implement a Greek Ambassador Program that will unite the Fraternity and Sorority Community at Georgia Southern, as well as serve as an impetus for positive change to relieve our existing issues.”
2.5.1. Conduct a goals analysis for your problem.
3 Instructional Analysis
3.1 Goal Analysis - What is the domain classification and type of learning (or type and level of learned capability) for your problem?

Michele Feldman & Valerie Laurent – Final Report #3
The main type of learning capability relies on the attitude of the students. However, verbal information is a highly present type of learning.
3.2 Subordinate Skills Analysis - Choose an appropriate analysis method and provide an example of a subordinate skills analysis associated with the instruction that you will provide.
3.2.2 Show which skills are entry level skills.
- comprehension
- communication
- problem analysis
- finding solutions
- diversity awareness
Which skills link to which performance goal:
Explanation and Information Sessions that provide specific Council Information by Councils themselves
- Verbal Information
- comprehension
-communication
- diversity awareness

Michele Feldman & Valerie Laurent – Final Report #3
Engage in icebreakers and group development activities to spark community amongst Greek Ambassadors
- Attitude
-diversity awareness
-communication
-Verbal Information
-communication
-problem analysis
-finding solutions
Mock Soar Training Sessions (Orientation Question Training)
-Verbal Information
-communication
-comprehension
-Attitude
-problem analysis
-finding solutions
-diversity awareness
4. Learner and Context Analysis
4.1. What is the target population?
The target population is the entire Georgia Southern Community, Greek Community, as well as the prospective Georgia Southern Community and their family members. We will educate the Greek Ambassadors in this program with the hopes that they will educate all potential students and potential members, as well as their family members, of the Greek
Community through Open House tabling, GSU recruiting at Atlanta, Savannah and Augusta Receptions and everyday communication.
4.2. Describe how you would determine the characteristics of the target population.
We have already determined the characteristics of the Georgia Southern Community by surveying our students and faculty through many different processes. To survey the overall perception of our Greek Councils, IFC, MGC, PHA, and NPHC, our office meets with other councils to discuss our Greek image. We meet with a representative from each organization’s headquarters throughout each semester to see what an outsider (potential non-Greek) view of the Greek community, and its individual chapters, would be. We gather information about the student body from our student worker in our office as well as the 20 council representatives that work directly with the Office of Fraternity and
Sorority Life. Our office reports to the Office of Student Activities and the Vice President of Student Affairs and Enrollment Management, so we are always hearing feedback on what our student population is like here at Georgia Southern. Our family population is mainly people concerned about the mental and academic well-being of their student. They are looking to receive information regarding our scholastic and service efforts that the Greek Community participates in. Families also ask questions regarding the policy for safety of the students to avoid substance abuse and hazing.
Here I have taken a sample of our Greek Ambassadors and used their characteristics and learning styles to create a matrix that reflects our group of Greek Ambassadors.

Michele Feldman & Valerie Laurent – Final Report #3
Learner Analysis Matrix
Student Gender Race
Michelle
Henry
Ashley
Amber
Paul
Female
Male
Female
Female
Male
Hispanic
Caucasian
African American
Age
21
22
19
African American 23
Hispanic 22
Learning Style
Interpersonal / musical
Visual
Spatial / interpersonal
Interpersonal / Visual
Musical
Lacks Knowledge in …
IFC and PHA
MGC and NPHC
MGC
N/A
PHA, IFC and NPHC
Because the Georgia Southern Greek Community is so diverse, there are many different learning styles and areas where learning must be improved amongst the Greek
Ambassadors. Within our community, African Americans would historically belong to the NPHC Council, Latinos would historically join the MGC Council, and Caucasians would typically join the PHA and IFC Council. However, our councils have progressed and became much more diverse. Many times the individuals that join MGC and PHA lack knowledge of the IFC and PHA Community, where IFC and PHA tend to lack information about NPHC and MGC. The goal of our program is to recruit individuals with all learning styles and entry knowledge and educate them all regarding all council’s information.
4.3. Describe how you would determine the physical and organizational environment.
Our environment will be a classroom setting for the training sessions. We have video and PowerPoint presentations to instruct our Greek Ambassadors that have been chosen to represent our office and the Greek Community. Students will participate in different role-playing scenarios, as well as community building activities and direct instruction. For recruiting events, the Greek Ambassadors will be representing our Greek Community at University functions by setting up a Office of Fraternity and Sorority Life station with flyers, informational brochures and materials from past Greek events. Students will be speaking to prospective families and students.
Technology Plan
Finance
Technology Integration Assessment
Within our program we plan to implement technology, while still maintaining the social interaction of conversation and role-play. Within our program, we will use computers for our manual to be presented as a PowerPoint presentation. We will also use cell phones, and or video cameras in order to film the video project due in the fifth week.
We will use the projector and computers to watch the video projects at the end of the
Greek Ambassador Courses.
The school computers and projectors would be used for our meetings and education

Michele Feldman & Valerie Laurent – Final Report #3
Equipment Condition
Tech Support
Technological Integration programming, The camera to record the video project will be the financial obligation of each group of students creating a video.
Georgia Southern has efficient equipment that should not date more than a couple years old.
Georgia Southern Reservations will set up all technology and equipment for our seminars and programs. IT Services is available during normal business hours and on emergencies during the weekends to assist with any technological malfunction.
Valerie and I understand that not all Greek Ambassadors are as talented as others when it comes to creating film footage and impressive projects. However, each organization has multiple members within its chapter and we feel that someone is likely to be able to assist in using technology to make these student leaders successful.
5. Objectives
5.1. State the Terminal Objective (TO) for your instructional plan .
Students, given the instruction of the Greek Ambassador Program, should learn skills to collaborate and work together to create a more progressive and informed Greek
Community, by working together on a more frequent basis with other councils.
5.2. Prepare three (3) Subordinate Objectives (SO). For each SO, specify its domain and specify what you consider to be it's level in the taxonomy (classification of learning objectives in education) of that domain. Specify the author of the taxonomy that you have used.
- In a classroom environment, the Greek Community members will demonstrate the ability to speak publicly on behalf of the four councils by practicing the speech and using accurate information .
- Through the creation of videos and marketing materials, students will increase the Greek community from 12% to our goal of 15%.
- Students, upon seeking input from members of the Greek Community and using the skills learned through their Greek Ambassador Training, will put on all-council events such as Anti-Hazing Week, Greek Week, educational / wellness programs and any other collaborative programs.
5.2.1. Prepare one SO in the cognitive domain.
In a classroom environment, the Greek Community members will demonstrate the ability to speak publicly on behalf of the four councils by practicing the speech and using accurate information.
This objective falls under the cognitive domain because it focuses on the skills of knowledge and comprehension of the students. Valerie and I, as the Greek Ambassador Advisors, will be educating these students on multiple topics of the Greek Community with the hopes that they will walk away with knowledge and a better understanding of what is occurring with other councils within their Greek Community.
5.2.2. Prepare one SO in the affective domain.
Students, upon seeking input from members of the Greek Community and using the skills learned through their Greek Ambassador Training, will put on all-council events such as Anti-Hazing Week, Greek Week, educational / wellness programs and any other collaborative programs.
This objective falls under the affective domain because we want to train our Greek Ambassadors to understand the difficulties and troubles that our new members and current
Greek students are facing. We want these students to understand the problems that are occurring within Greek Life and adopt them as their own. Substance abuse, stress, issues with time management, hazing, and depression need to be issues that the Greek Ambassadors understand and make an effort to counter through effective programming and collaboration with other Georgia Southern Departments.
5.2.3. Prepare one SO in the psychomotor domain.

Michele Feldman & Valerie Laurent – Final Report #3
Through the creation of videos and marketing materials, students will increase the Greek community from 12% to our goal of 15%.
Our Greek Ambassadors take our prospective students and families on tours of Olympic Blvd, which is houses some of our Greek Organizations within IFC and PHA.
Along the way, they will also inform these individuals of information regarding our other councils and organizations without housing on Greek Row. The student must speak about these topics, while driving a golf cart or walking.
Another aspect of using psychomotor skills to recruit refers to the trial and error aspect of recruiting. A student may say that he or she has no interest in joining a Greek
Organization. It is that Greek Ambassador’s duty to relate to that student and explain why going Greek would be a good move for that individual based on hobbies, desires, and qualities that that potential new member could bring into the Greek Community.
6. Assessments
6.1. Select one SO; describe the manner by which you would assess whether or not the learner has achieved that objective.
Through the creation of videos and marketing materials, students will increase the Greek community from 12% to our goal of 15%.
To assess how much our Greek population has grown we would check Fall 2013’s enrollment numbers and the size of the Greek Community and compare it to the Spring 2014’s enrollment number and the size of the Greek Community. We could keep taking these numbers to find the percentage of increase or decrease to determine how successful our goal was within this initiative.
6.2. What types of assessment instruments will your instruction have? Why?
To assess this information we would need access to all the fraternity and sorority rosters as well as the enrollment numbers for each given semester that we will be comparing. We need each of these items to see the growth in the community we are trying to build.
6.3. Write items that assess the SOs in 5.2 above. Include an answer key or rubric.
6.3.1. Write one item in the cognitive domain. -
- Pretest
-Posttest
Prior to the trainings all of the Greek Ambassadors would take a pretest. After all of the trainings the Greek Ambassadors would take the same pretest to see how much knowledge they have gained from our Greek Ambassador Training Process.
Our Sample Pretest Answer Key
Georgia Southern University Greek Life Pre Test
1. Why are Greek Organizations relevant to the college campus and local community?
Greek Organization help in the process of retaining students at a given university or college. They also help the community through service and philanthropic events.
2. Why are Fraternities and Sororities unique in relation to other student organizations? Fraternities and Sororities are a very few group of organizations that may discriminate based on sex and select their own members.
3. What does the term Greek Community mean to you?
4. Is Greek unity important to the success of our Greek Organizations? Please explain your answer.
Within Greek Life collaboration will increase performance of all efforts of the individual organizations. In addition, when the non-Greek population looks at the Greek
Community they have one image regardless of organization.
5. Name the 4 Greek Governing Councils.
A. _______IFC____________
B. ____________PHA_______

Michele Feldman & Valerie Laurent – Final Report #3
C. _____________MGC______
D. ____________NPHC_______
6. Name the Fraternities currently active on Georgia Southern’s Campus.
A. __________ATO_________
B. _____________Kappa Sigma______
C. ________Phi Kappa Theta___________
D. ________________Pi Kappa Phi___
E. ___________Pi Kappa Alpha ________
F. ______Delta Chi_____________
G. ________Delta Tau Delta___________
H. _________Phi Sigma Kappa__________
I. _________Kappa Alpha Order__________
J. ________SAE___________
K. ______________Sigma Phi Epsilon____
L. ________Sigma Chi___________
M. __________TKE_________
N. _________Delta Sigma Phi__________
O. ________Alpha Sigma Phi___________
P. _________Sigma Nu__________
Q. ___________Theta Xi__
R. ___________________Sigma Lambda Beta
S. ____________________Kappa Alpha Psi
T. ____________________Phi Beta Sigma
U. ____________________Omega Psi Phi
V. ____________________Pi Iota Alpha
W. Alpha Phi Alpha
7. Name the Sororities currently active on Georgia Southern’s Campus
A. ____Kappa Kappa Gamma _________________
B. _____________________Phi Mu
C. _____________________Alpha Delta Pi
D. _____________________Alpha Omicron Pi
E. _____________________Delta Phi Epsilon
F. _____________________Kappa Delta
G. _____________________Zeta Tau Alpha
H. _____________________Zeta Phi Beta
I. _____________________Alpha Kappa Alpha
J. _____________________Delta Sigma Theta
K. _____________________Sigma Iota Alpha
L. _____________________Sigma Lambda Gamma
8. When was Greek Life established on Georgia Southern’s Campus?
9. What is the process used by each council regarding their new member process?
PHA ___________Formal Recruitment_________
NPHA ____________________Intake
IFC ____________________Formal and Informal Recruitment / Rush
MGC ____________________Intake

Michele Feldman & Valerie Laurent – Final Report #3
10. What are three founding principles that ALL Greek organization share?
A._____Scholarship___________
B. ______________Service/Philanthropy __
C. ________________Brotherhood/ Sister
11. The term used to describe NPHC Collectively is the ‘’____Divine __ Nine”
12. Where is the Office of Fraternity and Sorority (Building and Floor) located?
_________Russell Union @nd Floor____________
13. What is a Bid?
An invitation to membership
14. What does Legacy mean?
Means a direct relative is a member of that particular organization
15. What is Formal Recruitment?
Structured process that gives potential new members the opportunity to meet all of the PHA organizations , mutual selection process
17. What is an Informational?
Members of NPHC and MGC have informationals to allow interested people to learn more about the organizations
6.3.2. Write one item in the affective domain.
- Surveys and evaluations from events held
6.3.3. Write one item in the psychomotor domain.
-Rosters from each sorority and fraternity
- enrollment numbers or
- Rubric for Video Project
Lights… Camera…. Action!!
Directions: It is your group’s task to create the best video to promote Greek Life at Georgia Southern University. The video can be a music video, a tour, an informational or any skit that you all come up with. Remember that their purpose of the video is to highlight all of the amazing things that have occurred and do occur within GSU’s Greek Community.

Michele Feldman & Valerie Laurent – Final Report #3

Michele Feldman & Valerie Laurent – Final Report #3
7. Instructional Strategy
7.1. For the TO, specify and exemplify an appropriate preinstructional activity or activities.
Greek Ambassador Tentative Training Schedule
Week 1:

Introductions

GAP Overview Presentation

Greek Life 101 Presentation
Week 2:

Interfraterity Council Information (IFC)
Week 3:

The National Pan-Hellenic Council Information
Week 4:

Leadership

Conflict Resolution

Handling Tough Questions

Working with Parents

Panhellenic Council Information
Week 5:

Multicultural Greek Council Information

Greek Video Presentations Due to watch

Michele Feldman & Valerie Laurent – Final Report #3
Sample for Week #1
Training Schedule Breakdown Week #1
Time Activity
6-^:30pm
6:30=7:00
7:00 – 8:00 pm
Introduction
Program Expectations
Greek Life 101 Presentation
Objective
Introduce the Greek Ambassador Program and overall objective, as well as introduce members to other Greek
Ambassadors and Staff
Content
PowerPoint, Icebreaker and Verbal
Information
Review what Greek Ambassadors should expect to gain from this experience, as well as what the staff expects from them.
Some expectations shall be timeliness, professionalism, mandatory trainings and orientations,
Discussion and Expectations Worksheet
(Can be found in Greek Ambassador
Manual in Report 3)
Goes over what the meaning of Greek Life is, what our community is composed of, the Greek Alphabet and the ethical standard of Greeks on campus.
PowerPoint, YouTube Video for Greek
Alphabet, Manual
7.2. For a SO associated with that TO, specify and exemplify an appropriate presentation
strategy or strategies.
We will use direct instruction to teach all of the Greek Ambassadors about
-the different councils in the community (IFC, PHA, MGC, NPHC)
- all of the 35 organizations that fall within the four councils
-Greek history at Georgia Southern
7.3. For the same SO, specify and exemplify an appropriate practice activity or activities.
To engage our Greek Ambassadors in the information they were just presented, we would have role playing activities to test their knowledge. We would ask specific questions about the different councils, pretending to be prospective students or family members. We would like to simulate what recruitment events would look like for them, as well as make sure that they are answering in a politically correct manner.
7.4. For the TO, specify and exemplify an appropriate evaluation follow-through activity or activities.
Our follow-through activity for the Greek Ambassadors would be the Greek Ambassador Video Project. Throughout this video the Greek Ambassadors would create a learning tool for prospective Greek Members to show the positive aspects of joining the Greek community. We would then grade the project to ensure that each aspect of what we were looking for is highlighted in the film. Not only are these students learning, but they are also facilitating the learning process for other students.

Michele Feldman & Valerie Laurent – Final Report #3
8. Instructional Materials
8.1. For the TO, specify and defend your choice of an appropriate preinstructional materials.
Terminal Objective: To create a more progressive and informed Greek Community. We want to see different organizations working with each other on a more frequent basis, as well as enforce collaboration with organizations outside of their specific councils.
Each Greek Ambassador will take this pretest prior to participating in our 5-Week Greek Ambassador Program, outlined in our curriculum below.
Georgia Southern University Greek Life Pre Test
1.
Why are Greek Organizations relevant to the college campus and local community?
2.
Why are Fraternities and Sororities unique in relation to other student organizations?
3.
What does the term Greek Community mean to you?
4.
Is Greek unity important to the success of our Greek Organizations? Please explain your answer.
5.
Name the 4 Greek Governing Councils.
A.
___________________
B.
___________________
C.
___________________
D.
___________________
6.
Name the Fraternities currently active on Georgia Southern’s Campus.
A.
___________________
B.
___________________
C.
___________________
D.
___________________
E.
___________________
F.
___________________
G.
___________________
H.
___________________
I.
___________________
J.
___________________
K.
___________________
L.
___________________

Michele Feldman & Valerie Laurent – Final Report #3
M.
___________________
N.
___________________
O.
___________________
P.
___________________
Q.
___________________
R.
___________________
S.
____________________
T.
____________________
U.
____________________
V.
____________________
7.
Name the Sororities currently active on Georgia Southern’s Campus
A.
_____________________
B.
_____________________
C.
_____________________
D.
_____________________
E.
_____________________
F.
_____________________
G.
_____________________
H.
_____________________
I.
_____________________
J.
_____________________
K.
_____________________
L.
_____________________
8.
When was Greek Life established on Georgia Southern’s Campus?
9.
What is the process used by each council regarding their new member process?
PHA ____________________
NPHA ____________________
IFC ____________________
MGC ____________________
10.
What are three founding principles that ALL Greek organization share?
A.________________
B. ________________
C. ________________
11. The term used to describe NPHC Collectively is the ‘’________ Nine”

Michele Feldman & Valerie Laurent – Final Report #3
12. Where is the Office of Fraternity and Sorority (Building and Floor) located?
_____________________
13. What is a Bid?
14. What does Legacy mean?
15. What is Formal Recruitment?
16. What is Rush?
17. What is an Informational?
By evaluating the results of the pretest, we are able to evaluate the student’s entry level skills. We are able to revise our program to add additional content, or eliminate some content based on the content that already exists in these participants’ knowledge base. After the curriculum is covered and the Greek Ambassadors complete their training, we would re-disperse the Greek Life test, as a post test. Now by evaluating the grades on the posttest we would be able to obtain information as to whether they have mastered the content. If the quiz results show that the majority (approximately 75%) of the content was learned and accurate, we can conclude that minimal mastery was obtained by our students.
8.2. Select one SO; specify and defend your choice of an appropriate presentation materials.
Subordinate Objective : Through the creation of videos and marketing materials, students will increase the Greek community from 12% to our goal of 15%.
Students will now watch each group’s Greek Life Video and use the rubric to evaluate the strengths and weaknesses of each group’s assignment.
Lights… Camera…. Action!!
Directions: It is your group’s task to create the best video to promote Greek Life at Georgia Southern University. The video can be a music video, a tour, an informational or any skit that you all come up with. Remember that their purpose of the video is to highlight all of the amazing things that have occurred and do occur within GSU’s Greek Community.

Michele Feldman & Valerie Laurent – Final Report #3

Michele Feldman & Valerie Laurent – Final Report #3
The video project required of these Greek Ambassadors is designed to allow students of each council to work together and to create a visual of the Greek Community from the perspective of an affiliated member of a Greek Organization. The students are portraying the information that they have learned regarding all of the Councils, so that perspective
Greek members, or current non-Greek Members can be informed better than most other students had been in the past. The process of sharing these videos will allow students to see the positive aspects of Greek Life, as well as which organizations and councils would be a better fit for them specifically. The more individuals are informed about this council information, the more potential new members going through intake or recruitment will remain in the Greek Life community, increasing our initiated member population. This information will also showcase information to non-Greek students who may not have necessarily been interested in Greek Life or have had negatively perceived the community prior to learning this new information.
8.3. For the same SO, specify and defend your choice of an appropriate practice materials.
Greek Ambassadors will now watch these video clips of other colleges and universities efforts to promote their Greek Community.
Now Watch These Go Greek Videos: http://www.youtube.com/watch?v=Jkjk3Spkg0w http://www.youtube.com/watch?v=IlQT9mcEfDg http://www.youtube.com/watch?v=jT5zBc0z-Jc
Now Greek Ambassadors will fill out this chart below indicating the results of what they learned and how they can make better resources in the future video projects.
What are the strengths of the other institutions’’
Go Greek videos?
What are the weaknesses of the other institutions’ videos?
How can we use these materials to improve upon GSU’s Go Greek Videos?

Michele Feldman & Valerie Laurent – Final Report #3
8.4. For the TO, specify and defend your choice of an appropriate follow-through materials.
Note: If you choose to select materials, prepare a plan for finding those materials. If you choose to produce materials, prepare storyboard, flowchart, or other organizational tool that you would use in the production of a portion of your instruction.
Attached is the manual for the Greek Ambassador Program. The manual goes through everything that the students in this program will learn. The curriculum includes information on PHA, IFC, MGC, and NPHC’s Councils. The training program teaches some information on the organizations that fall under the umbrella of the councils. The program also outlines activities that teach Greek Ambassadors how to communicate with family members and how to answer potential member’s questions regarding Greek Life.

Michele Feldman & Valerie Laurent – Final Report #3

Michele Feldman & Valerie Laurent – Final Report #3
Georgia Southern University

Michele Feldman & Valerie Laurent – Final Report #3
Greek Ambassador Expectations
This list of expectations is not complete. This list is intended to give you an idea of what is expected of you. Additional expectations will be communicated throughout the year as the program develops which can be communicated through individual meetings, team meetings, impromptu meetings, phone and email correspondence.
1.
Academics

You are a student first.
You are here to get a degree. With that said, academics come first and your role as a Greek Ambassador.

Academics should not be used as an excuse for a substandard performance or as an excuse for failing to meet expectations or deadlines. Develop and use effective time management techniques to help you balance your academic and extracurricular commitments.
 There is an academic standard to maintain as a Greek Ambassador, so please be open and honest if you’re having troubles.
2.
Administrative Tasks/Timeliness/Follow-Up

Be on time to everything.

Arrive for meetings and other events prepared (pen, paper, planner, etc.)

Ask permission and give ample notice if things come up. Please plan accordingly.

Michele Feldman & Valerie Laurent – Final Report #3

If you have questions, ask.
3.
Confrontation.

When you have an issue with a fellow Greek Ambassador member, please confront them in an appropriate manner. Complaining to other members will not solve the problem and it will likely continue. If you need the advisors advice before talking to them, please talk to them. If you need to talk to the advisor after you talk with that member, please feel free to do so. Complaining is not constructive and not an appropriate way to handle the situation.
4.
Communication

Maintain honest and open communication within the Greek Ambassadors and the advisor.

It is better to over communicate than under communicate. Communication includes asking questions when you are not sure of an answer. Please don’t guess or assume, just ask.
 If you have an issue with any of the advisors actions, please don’t hesitate to talk to the advisor. Complaining to other members will not solve the problem and can be destructive to the working relationship and cohesiveness. If you are not satisfied with the answer that is provided to you, please talk to the Director of Fraternity and Sorority Relations. If it acceptable for you to hollow up with the Director, but you need to follow the chain of command.

Email – Please check your email at least once a day, preferably in the early afternoon. Please respond within 24 hours, preferably ASAP.

Voice Mail – Please check your voice mail when there is a message. Please respond within 24 hours, preferably ASAP.

Cell Phone – The advisors cell phone number has been distributed in order to assist you in completing your job. Please use it appropriately.

Text Messaging – Texts are a great form of communication. Again, please use appropriately.

5.
Teamwork
 Be willing to “pull your weight”.
Everyone should give 110% so that we are all equally contributing and equally responsible.

Develop a strong working relationship with all Greek Ambassador team. You are not required to be friends with everyone, but you are required to work with them for an entire year. Develop these working relationships and maintain them throughout the year.

Always present a unified front. Provide support for one another at all times. We are a team and the decisions made as an Greek Ambassador should be supported by all members of the board.
6.
Role Modeling/Attitude
 You are in a “fishbowl” – other Greeks see you and know everything you do, even when you think they don’t!

Be professional, ethical, and use good judgment.

Be respectful and courteous to all students, stud and visitors at all times.

Maintain a positive attitude for your job, the staff, other organizations and councils and the Greek Ambassador.
7.
Feedback


Hold each other accountable.

Praise in public, confront in private.

Offer both positive feedback and constructive criticism to each other, as well as to the advisor.

Be open when listening to feedback from others.

When you make a mistake, admit it, and communicate it.
Stage Description:
Stage one consists of a weekly training meeting for the New Cohort. During this time the cohort members will learn about Greek Life at Georgia Southern. All
Governing Councils & polices and procedure. Cohort members will also engage in various activities and acquire information from various presentations.
Stage Objectives

Further Educate the New Cohort on Georgia Southern Greek Life, Leadership and the Ideals of GAP

Provide an opportunity for the students to bond and establish networks

Create an atmosphere that is conductive to both personal and professional growth
Stage Two: Cohort Retreat
Stage Descriptions:

Michele Feldman & Valerie Laurent – Final Report #3
Stage two is a retreat that is designed to deepen the bonds established during the training sessions. The retreat will provide various opportunities for students to learn more about themselves and their fellow cohort members. The educational and social aspects of the retreat will be intentional and meaningful.
Stage Objectives

Provide an opportunity to strengthen the bond of the cohort

Provide an opportunity to work on a personal vision

Provide an avenue to learn more about leadership and to have fun in the process

Give students the opportunity to showcase their leadership skills
Stage Three: Cohort Community Service Project
Stage Description:
Stage three consists of community service project that will be planned, organized and implanted by the members of the new cohort. The community service project will be open to all GAP members but is required that all new cohort members attend this event.
Stage Objectives

Provide an opportunity to give back to the Statesboro Bullock County Community

To take a hands-on approach Servant leadership’

To provide another opportunity for members to bond with their peers

To uphold the tenants of community service , which is an integral part of being a member of the Greek community
Stage Four: Induction Ceremony
The induction Ceremony is for GAP Members only, it serves as a culminating event for cohort members. This gives students a sense of ownership and pride to the organization.

Michele Feldman & Valerie Laurent – Final Report #3
Georgia Southern University
Office of Fraternity and Sorority Life
Greek Ambassador Program – Group Presentation Guidelines and Rubric
Assignment Description: Working in assigned groups, students will demonstrate exemplary presentation skills and knowledge of the Georgia Southern Greek
Community as measured by meeting the criteria specified for each dimension.
Dimensions Criteria
Individual Presentation Skills During this portion of the presentation the group presenter spoke clearly and projected his or her voice in an appropriate manner. Effective body language and eye contact was maintained throughout the presentation.
Group Presentation Skills The presentation allowed each member an equal opportunity to present. Group members treated each other with courtesy and respect. The group worked as a team and the presentation flowed well.
Group Organization The scope of the presentation was stated at the beginning and carried through in the rest of the presentation. The topics to be covered were introduced and the direction of the presentation was made clear to the audience.
Points (0-20) Comments

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Presentation Content
Creativity
The presenters provided information on the basic structure and foundation of all four Greek Councils represented at
GSU (IFC, PHA, MGC, NPHC) and spent equal amounts of time on each council. The content was organized and informative.
The presentation had a unique and or creative edge. It was obvious the presenters spent time thinking about the target audience and designed the presentation with the audience in mind.
Total Points: _____ / 100 Scorer’s Signature: _______________________
GAP Curriculum Meeting #1 Outline

Introductions

Housing Keeping (Contact Sheet, Advisor Expectations, Binder Covers) o Schedule

Greek Ambassador Oath

Learn the Greek Alphabet

Pre-Test

Greek Life 101

Greek Life History

Ice Breakers

Michele Feldman & Valerie Laurent – Final Report #3

Michele Feldman & Valerie Laurent – Final Report #3

Michele Feldman & Valerie Laurent – Final Report #3
GAP Curriculum Meeting #2 Outline

Ice Breaker

IFC Information

MGC Information

Team Assignment – GSU Video Project

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



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_________________________________________________________________

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
Alpha Sigma Phi
 Alpha Tau Omega

 Delta Chi
Delta Sigma Phi


Delta Tau Delta
 Kappa Alpha Order
Kappa Sigma


Pi Kappa Alpha
Pi Kappa Phi

 Phi Kappa Theta
 Phi Sigma Kappa
Sigma Alpha Epsilon


Sigma Chi
Sigma Nu
 Sigma Phi Epsilon
 Tau Kappa Epsilon

 Theta Xi
Phi Sigma Kappa

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Directions: It is your group’s task to create the best video to promote Greek Life at
Georgia Southern University. The video can be a music video, a tour, an informational or any skit that you all come up with. Remember that their purpose of the video is to highlight all of the amazing things that have occurred and do occur within GSU’s Greek
Community.

Michele Feldman & Valerie Laurent – Final Report #3
GAP Curriculum Meeting #3 Outline

Ice Breaker

NPHC Information Presentation

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Michele Feldman & Valerie Laurent – Final Report #3
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th




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



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________________________________________________________________________

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Michele Feldman & Valerie Laurent – Final Report #3
GAP Curriculum Meeting #4 Outline

Ice Breaker

Panhellenic Council Information

GSU Video Project Due

Greek Life Sales Pitch

Final Greek Ambassador Test

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Michele Feldman & Valerie Laurent – Final Report #3
There are 26 sororities within the National Panhellenic Association, 7 of which are active on our campus.
Kappa Delta
Zeta Tau Alpha
Alpha Delta Pi
Phi Mu
Pi Beta Phi
Alpha Phi
Delta Gamma
Delta Delta Delta
Alpha Xi Delta

Michele Feldman & Valerie Laurent – Final Report #3

Michele Feldman & Valerie Laurent – Final Report #3
PNM (Potential New Member): an unaffiliated member who is going through the recruitment process who wishes to join one of the groups
Recruitment Counselor: a neutral representative of the College
Panhellenic who guides and supports the PNM through recruitment
ISP (Intentional Single Preference): occurs when a PNM restricts her choice to a single chapter on her MRABA
MRABA (Membership Recruitment Acceptance Binding Agreement):

Michele Feldman & Valerie Laurent – Final Report #3

Michele Feldman & Valerie Laurent – Final Report #3

Michele Feldman & Valerie Laurent – Final Report #3

Michele Feldman & Valerie Laurent – Final Report #3

Michele Feldman & Valerie Laurent – Final Report #3

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Michele Feldman & Valerie Laurent – Final Report #3

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Michele Feldman & Valerie Laurent – Final Report #3
Congratulations!

Michele Feldman & Valerie Laurent – Final Report #3
Learning Tool : How to respond to Family member’s questions
What does Greek Life have to offer Georgia Southern University students?
The Greek community at Georgia Southern University is comprised of 35 (inter)nationally affiliated Greek letter organizations. Many students find that joining a fraternity or sorority provides them a home away from home and a foundation upon which to build a new and exciting future. In addition, Georgia Southern
University’s Greek community opens many doors by providing leadership, academic, service, social and interpersonal opportunities. The decision to join a Greek letter organization is a lifelong commitment with an organization that stands for the best things college has to offer.
How does a student become involved with Greek Life at GSU?
Each semester, the four governing councils of all Greek organizations host a number of organized "Recruitment" events – opportunities for non-affiliated students to become acquainted with the Greek community. During recruitment, non-affiliated students have the opportunity to visit all fraternities and sororities to meet the members and decide which, if any, of the chapters best suit their needs. The Recruitment process is one of mutual selection in which fraternity and sorority members invite individuals to be a part of their organizations, and likewise, potential members select the chapters that are best suited for them. Some recruitment processes are very casual, while others are more formal in structure. Even if students are unsure about joining the Greek community, recruitment offers a great opportunity to meet new people!
Can Greek membership help students be academically successful?
Greek-letter organizations were founded on the principle of academic achievement. Scholastic success is in the student's favor when you factor in help from fellow brothers and sisters, study sessions, workshops about study skills, test taking strategies, time management, and class scheduling assistance. Each fraternity or sorority provides some form of scholastic assistance to their members; tutoring, awards, and academic scholarships are just a few of the many incentives used to challenge members to reach their highest academic potential. Ultimately, the responsibility for succeeding in the classroom is up to the individual student. But, with the broad range of resources and incentives provided by the Greek community and the university, students can better achieve their academic potential. Here at
Georgia Southern University we hold our organizations responsible for maintaining a chapter GPA of a 2.7 or the chapter will lose almost all of their social privileges for the semester.

Michele Feldman & Valerie Laurent – Final Report #3
Why should I join a fraternity or sorority at GSU?
Becoming a member of the Greek community will provide you with a number of experiences that will help you prepare for not only a career, but also for life.
These advantages include developing leadership skills by chairing a committee or assuming an executive board position; succeeding academically with the help of organized study hours; increasing awareness and knowledge of a variety of topics such as alcohol awareness, risk management, multiculturalism, and healthy behaviors; and developing enduring friendships and memories that last long after graduation. The following are a few of the many areas in which you can benefit through participation in Greek Life at Georgia Southern University:
Leadership
At the University of North Texas, the Greek community is committed to providing its members with vast opportunities for leadership responsibilities. Each member is encouraged to actively participate in chapter and campus-wide leadership roles. Greek members also develop leadership skills through leadership retreats, national conventions, and other resources available on campus, in addition to the learning and self-discovery associated with holding a leadership position.
Scholarship
The Greek community strives for the development of academic excellence among all members. All chapters at the University of North Texas maintain GPA requirements for both membership and for assuming major leadership positions. The Office of Greek Life places a strong emphasis on academic success. All chapters work diligently each semester to achieve GPAs above the all-student average. For 2010, the All-Greek New Member GPA was above the All-Freshman
GPA.
Service
Community service and philanthropy work are an important aspect of Greek Life at the University of North Texas. Chapters offer hundreds of hours and thousands of dollars each year to fulfill their commitment to both the campus and the community. Funds raised and time donated directly benefit local and national charitable organizations. In 2010, UNT Greeks donated more than $57,000 to charitable organizations.
Botherhood/Sisterhood
The Greek community provides a unique social life which blends events such as formal dances, sports, Greek Week, Homecoming, theme parties, and brotherhood/sisterhood functions to encourage the personal development of members through social contact. Each chapter develops its own social calendar and is encouraged to responsibly plan events which promote a full spectrum of social activities for its members.

Michele Feldman & Valerie Laurent – Final Report #3
Will Greek Life assist students as they begin their careers?
One of the tremendous assets of affiliation with a Greek-letter organization is the nationwide network of alumni/ae members of the organization. As a student prepares for entry into the career world, alumni/ae members can assist in job placement through their knowledge of where jobs are and who is hiring. In addition,
Greek Life will assist students in developing transferable skills that will be needed in the career world, such as management, leadership development, communications, and more!
What kinds of costs are involved in being Greek?
Joining a fraternity or a sorority does have a financial commitment. The chapters are self-supporting through dues paid by their members. When students join a
Greek letter organization, they also agree to pay dues and fees while in school to maintain membership. Although chapters may make accommodations for special needs, students should discuss the financial obligations with their parents or guardians before deciding to join.
Each chapter has different dues for membership that cover such things as chapter and national dues, dues to the Greek governing council, your membership badge, social activities, resources, and other miscellaneous costs. Many chapters also offer payment plan options for those interested.
What is the time commitment involved in belonging to a Greek-letter organizations?
While there are certain attendance requirements, a well-balanced schedule is encouraged for all members. Through involvement with the chapter, students will learn to better manage their time by balancing academics, work, and other commitments. Academic commitments are the first priority and many Greek members hold student jobs as well. Greek organizations are conscientious of the full schedules that most students have and offer flexibility as much as possible. Students find that being active in a fraternity or sorority is well worth the time they put into it.
What about hazing in Greek letter organizations?
Fraternities and sororities were founded on strong moral, social, and academic principles. Hazing, or any activity which subjects members to harassment, intimidation, physical exhaustion, or mental distress is entirely contrary to those founding principles. Hazing is forbidden by all of the national organizations on campus, as well as by Georgia Southern University.

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What does being Greek really mean?
Membership in a Greek letter organization is a lifetime commitment. Membership within the Greek community means working with a group of men or women who can exchange dialogue and stand for common goals and ideas while being held to a higher standard than other college students. The Greek experience during the college years is a gateway to many rewards and connections later in life.
Chapter members develop a special bond with one another called brotherhood or sisterhood. Both are nurtured through common work, laughter, service projects, intramurals, and the shared successes and challenges of all. Throughout the student's life, membership will be an unwritten bond of friendship no matter what course his/her life takes.
How do I get involved?
Browse our website for specific council recruitment information and contact the Greek Life Office at 940-369-8463 for further information! We are located on the second floor of the Student Union!

Michele Feldman & Valerie Laurent – Final Report #3
Scenarios and Role Play
Advisor or Greek Ambassador will walk into room and grab a paper out of a hat. The paper will have a scenario on it which that individual will play the role of. Another individual will come up to the front of the group and react to the situation as if it had happened at a Recruitment Event.
1.
Scenario #1: Parent walks up to recruitment table and explains that her son will not join a Fraternity because all they do is haze and get drunk. Respond to this mother.
2.
Scenario #2: An incoming freshman walks up to your table at a recruitment event and tells you she is worried she will not fin in in a sorority because she has is allergic to alcohol and cannot drink. Explain to her why that is not going to prevent her from receiving a bid.
3.
Scenario #3: A student walks up to you and explains that he is gay and is afraid that a fraternity will not extend a bid to him. Convince this student that his sexuality does not come into play based on our values based recruitment tactics.
4.
Scenario #4: A student-to be’s sister is an a Panhellenic Organization, however the younger sister would like to join an MGC organization. Explain to her that this move is okay for her to do.
5.
Scenario #5: A student walks up to the table and tells you that he is worried that pledging will ruin his grades. Explain how being in a Greek Organization should not hurt a student academically.

Michele Feldman & Valerie Laurent – Final Report #3
As silly as some of these questions may seem to an outsider, many if not all of these questions have been asked in the past. Members of the Greek Community must be prepared to answer any of these questions to expand the community and make sure that we are obtaining the most talent and unique qualities for our Greek
Community.
Georgia Southern University Greek Life Pre Test
11.
Why are Greek Organizations relevant to the college campus and local community?
12.
Why are Fraternities and Sororities unique in relation to other student organizations?
13.
What does the term Greek Community mean to you?
14.
Is Greek unity important to the success of our Greek Organizations? Please explain your answer.
15.
Name the 4 Greek Governing Councils.
E.
___________________
F.
___________________
G.
___________________
H.
___________________
16.
Name the Fraternities currently active on Georgia Southern’s Campus.
W.
___________________
X.
___________________
Y.
___________________
Z.
___________________
AA.
___________________
BB.
___________________
CC.
___________________
DD.
___________________
EE.
___________________
FF.
___________________
GG.
___________________
HH.
___________________
II.
___________________
JJ.
___________________
KK.
___________________
LL.
___________________
MM.
___________________

Michele Feldman & Valerie Laurent – Final Report #3
NN.
___________________
OO.
____________________
PP.
____________________
QQ.
____________________
RR.
____________________
17.
Name the Sororities currently active on Georgia Southern’s Campus
M.
_____________________
N.
_____________________
O.
_____________________
P.
_____________________
Q.
_____________________
R.
_____________________
S.
_____________________
T.
_____________________
U.
_____________________
V.
_____________________
W.
_____________________
X.
_____________________
18.
When was Greek Life established on Georgia Southern’s Campus?
19.
What is the process used by each council regarding their new member process?
PHA ____________________
NPHA ____________________
IFC ____________________
MGC ____________________
20.
What are three founding principles that ALL Greek organization share?
A.________________
B. ________________
C. ________________
11. The term used to describe NPHC Collectively is the ‘’________ Nine”
12. Where is the Office of Fraternity and Sorority (Building and Floor) located?
_____________________
13. What is a Bid?

Michele Feldman & Valerie Laurent – Final Report #3
14. What does Legacy mean?
15. What is Formal Recruitment?
16. What is Rush?
17. What is an Informational?
You have successfully completed the Georgia Southern Greek Life Post Test. You were required to get at least 80% of the questions correct and you either met or exceeded the 80% requirement.
See you Tonight , Make sure you are in badge attire.
Sincerely ,
Mish and Valerie

Michele Feldman & Valerie Laurent – Final Report #3
References
Greek Life. (n.d.). Frequently Asked Questions : . Retrieved April 17, 2014, from http://greeklife.unt.edu/faq/index.html#a
9, Formative Evaluation
Describe an approach that you might use to carry out formative evaluation for your instruction.
Students would be asked to evaluate their opinion of the Greek Ambassador Program and to fill out this chart. Once data was completed by all students, I would compile all of the information in order to set up for the revision process.
Component for
Evaluation
Motivational factor of this program is very strong.
Content of Council
Information is very strong.
Relationship Building was planned in an effective manner.
I found myself to be engaged throughout the entire program.
The Presenter had a strong understanding of
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree

Michele Feldman & Valerie Laurent – Final Report #3 content being presented.
Any Additional
Comments or suggestions for the program:
10. Revision
Describe your plans for revising your instruction.
Here are some suggestions that could be presented to the Greek Ambassadors. During our first year of implementing the program, funding is cut short. However, once the program is built up, there will be more funds, which will allow more access to outside resources. Each Greek Ambassador and even potential Greek
Ambassadors could participate in this survey.
Suggested Revisions
I would like to see guest speakers present on
Greek Ambassador
Program Topics.
I would be willing to pay dues to the program to attend professional development conferences with my fellow Greek
Ambassadors. (SEPC,
SEGLS, SEIFC)
I feel the program would benefit from a change in atmosphere.
I would like to see the program become a lengthier process.
Strongly Agree Agree Neither Agree or
Disagree
Disagree Strongly Disagree

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I would be willing to apply to a Greek
Ambassador Coordinator
Position for next year.
Any Additional
Comments or suggestions for the program:
Once the data was collected, we would reevaluate the training schedule and choose which suggestions would be implemented to improve the program for the following year.