Health Promotion and Prevention Services
The Women’s Center
Assessment Report
Program Contact
Joshua Fegley
Assistant Director, Health Promotion and Prevention Services
Project Director, CONNECT High-Risk Drinking Prevention Program
Student Health Services
Program Description & Learning Outcomes
The EagleCHECK program is peer facilitated program designed to introduce students to the concepts of prosocial bystander interventions within the
context of high-risk drinking and sexual assault prevention.
The College at Brockport defines an EagleCHECK as “an intentional decision that an individual or groups makes to intervene in a situation that is or has
the potential to become risky, dangerous, or an emergency.” EagleCHECK provides students with a safe environment to discuss and practice
intervention skills and assist them with overcoming the barriers to acting as a pro-social bystander. Some of these barriers include diffusion of
responsibility, lack of knowledge, role modeling, pluralistic ignorance, and the fear of upsetting peers or “getting them in trouble.”
These peer-facilitated sessions utilize a number of teaching strategies, including audience response systems, role plays, and consensus building activities.
Specifically, students who participate in an EagleCHECK program are expected to:
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Discuss the roles bystanders play in alcohol poisoning response and sexual assault prevention.
Demonstrate appropriate and effective bystander education skills.
Deconstruct myths related to high-risk drinking and sexual assault on college campuses.
Think critically about the links between high-risk drinking and sexual assault.
Describe services related to alcohol and substance use and sexual assault on and off-campus.
EagleCHECK employs social norms theory, social diffusion theory, and research and best practices related to bystander interventions to develop students
as agents of change.
Program Implementation & Student Participation
EagleCHECK facilitators participate in a 3 hour training session that introduced them to the program’s theoretical foundations, program learning
strategies, and campus norms and policies. This session complements additional training provided by Rape Crisis Services and Health Promotion and
Prevention Services staff on alcohol and sexual assault content knowledge, program facilitation skills, and student leadership.
EagleCHECK was first implemented during the Fall 2010 semester. Multiple programs were held in each residence hall during the first 6 weeks of the
semester. Student participation in these programs was “strongly encouraged.” Forty-six sessions were held in the residence hall, in addition to 3 sessions
for members of fraternities and sororities. A total of 1,176 first year and upper-class students participated in EagleCHECK during the 2010-2011
academic year.
During the Fall 2011 semester, EagleCHECK was added to the Welcome Week schedule and listed as a “mandatory” event for all new first-year students.
This model allowed EagleCHECK to reach 927 students during 41 sessions in a single day. More importantly, students were presented with this
information during their first weekend on-campus, helping to prepare them as they transition to college life and navigating decisions related to alcohol use
and interpersonal relationships.
EagleCHECK Participation
Fall 2010
1,176
(upper-class and first-year students)
Fall 2011
927
(first-year students)
Frequency of Assessment Data Collection
Annually, data is collected 1 month and 6 months after students complete the EagleCHECK program to gain a better understanding of student knowledge
and behaviors related to bystander interventions. Data is collected using an anonymous, online survey sent to all participants. Data is used to enhance
program curriculum and implementation. Additionally, qualitative data is collected from program facilitators to provide insight into their experiences
facilitating the curriculum and working with their peers.
Assessment Findings (Program Level)
While there are a number of learning outcomes identified for EagleCHECK, assessment efforts focus on exploring participant experiences related to
bystander interventions. Quantitative and qualitative measures are used to determine program effectiveness.
Student experiences are categorized as “potentially risky or dangerous” or “risky or dangerous.” These categories help to assess the use of bystander
interventions as a primary prevention strategy. The following represents assessment findings and how they have been used to enhance program
implementation and curriculum.
Assessment Measure
% of students who have
utilized a bystander
intervention in a potentially
risky or dangerous situation.
2010 Data
1 Month
20% (All)
(n=233)
18% (Male)
(90/Male)
21%
(Female)
(143/Female)
6 Months
36% (All)
(n=161)
11% (Male)
(65/Male)
52% (Female)
(96/Female)
Program Enhancements
Adapt curriculum to include
a greater emphasis on events
leading up to risky or
dangerous situation,
identifying those signs, and
intervening early.
2011 Data
1 Month
23.5% (All)
(n=391)
17% (Male)
(177/Male)
29%
(Female)
(214/Female)
6 Months
(N/A)
(N/A)
Program Enhancements
Enhance program to act as
“a call to men” to engage in
bystander behavior
Assessment Measure
% of students who have
utilized a bystander
intervention in a risky or
dangerous situation.
2010 Data
1 Month
5% (All)
(n=233)
7% (Male)
(90/Male)
4% (Female)
(143/Female
6 Months
9% (All)
(n=161)
14% (Male)
(65/Male)
8% (Female)
(96/Female)
Category
Intervention related to alcohol
poisoning
Program Enhancements
Stress the importance of
intervening early, especially
for men.
2011 Data
1 Month
5% (All)
(n=391)
4.5% (Male)
(177/Male)
6% (Female)
(214/Female)
6 Months
(N/A)
(N/A)
Qualitative Descriptions of Self-Reported Bystander Behaviors
1 Month Post Assessment - 2010
6 Month Post Assessment - 2010
(n=27)
(n=24)
3
4
Program Enhancements
1 Month Post Assessment – 2011
(n=51)
5
Intervention related to high-risk
drinking behaviors
Intervention related to violence
5
6
16
0
2
2
Intervention related to potential of
violence
Intervention related to sexual
violence
Intervention related to potential for
sexual violence
Intervention related to offense namecalling, jokes, etc. (racially-based)
Intervention related to offense namecalling, jokes, etc. (gender-based)
Intervention related to offense namecalling, jokes, etc. (sexuality-based)
Intervention related to confronting a
peer’s unhealthy/risky behaviors
4
2
2
0
0
1
4
3
4
2
1
2
2
1
4
3
2
2
4
(disordered eating, academic
dishonesty, mental health)
3
(mental health, “drunk guests,”
“hooking up”)
13
(primarily mental health related,
concern about roommate’s social
groups (x2))
An examination of the qualitative data collected demonstrates the following:
 Most alcohol poisoning interventions took place after a student consumed alcohol at an off-campus party.
 Most high-risk drinking behavior interventions took place within the context of “pre-gaming,” drinking games, or at the conclusion of a drinking
episode where peers ensured a friend returned home safely.
 All interventions related to violence or sexual violence occurred off-campus.
 Students have embraced the concept of EagleCHECK and have demonstrated bystander intervention skills in varying contexts (jokes, namecalling, mental health, etc.)
 There is much potential for EagleCHECK to be applied to a number of health and social justice issues and further create a campus culture of
community, support, and engagement
Student facilitator reflections on their experience during the Fall 2011 semester revealed the following:
 Facilitators experienced more challenging behaviors from all male groups (inappropriate comments, verbalization of rape myths, “macho”
behavior).
 Facilitators appreciated when Resident Assistants stayed for the program and helped to monitor groups of participants.
 Some spaces used for sessions were too small.
Assessment Findings (Campus Level)
While EagleCHECK is a signature prevention program, it is part of more comprehensive high-risk drinking and sexual assault prevention programs at The
College at Brockport. Performance indicators taken from the CORE Alcohol and Other Drug Survey are used to infer the effectiveness of the
EagleCHECK program.
Throughout the process of program development, implementation, and assessment students were intentionally used. As key stakeholders, their
involvement is a crucial driving force as we work to create a campus culture of care and respect. As you can see from the CORE Survey results below,
EagleCHECK, along with other opportunities developed within the context of the CONNECT: High Risk Drinking Prevention Program have provided
significant opportunities for students to become engaged with prevention programming at The College at Brockport.
2000
1.5%
2001
.9%
Students Reporting being “Actively Involved in AOD Prevention”
2002
2003
2004
2005
2008
2009
1.4%
1.7%
3.3%
3.1%
9.3%
15%
2010
15.7%
2011
16.3%
In addition, the collaborative approach to EagleCHECK and the infusion of its curriculum in programs, including Summer Orientation, has led to a
significant increase in the number of students reporting that The College at Brockport has an alcohol and drug prevention program and a shift in students’
attitudes regarding alcohol, sexual violence, and gender based harassment/violence.
2000
37.9%
Students Reporting that “The College at Brockport has a Drug and Alcohol Prevention Program”
2001
2002
2003
2004
2005
2008
2009
2010
53%
49.7%
57.6%
49%
46.7%
51.1%
80%
89%
2011
91%
To what extent do students on your campus care about (high-risk drinking, sexual assault, gender harassment/violence)
CORE Survey Year
High-Risk Drinking
Sexual Assault
2011
2010
2009
2008
94.1%
92.6%
89.9%
81%
93.8%
93%
89.7%
87%
Gender
Harassment/Violence
85%
77%
68.5%
62.4%
EagleCHECK, in concert with other high-risk drinking prevention efforts, have also contributed to a significant decrease in the 2-week binge drinking rate
among College at Brockport students.
2001
2002
2003
2004
2005
2008
65.9%
60.6%
55.3%
58.6%
57.9%
49.2%
2009
(Fall)
47.7%
2009
(Spring)
45.5%
2010
(Fall)
43.9%
2011
(Spring)
42.9%
Data Review/Closing the Loop
Based on assessment feedback there is much potential for EagleCHECK at The College at Brockport. While alcohol poisoning and sexual assault
prevention, identification, and response will always be at the heart of EagleCHECK, it is evident that program foundations can be used to address a
number of health and social justice issues and further create a campus culture of community, support, and engagement. Additionally, to reinforce the
concepts of EagleCHECK throughout the academic year, a multifaceted public health campaign should be developed and implemented. The following
recommendations are being made to enhance the EagleCHECK program:
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Introduce students to the concept of EagleCHECK at Summer Orientation during the College Life Live program. (completed Summer 2011)
Infused into APS classes, Level I Alcohol Workshops, and outreach programs (completed Summer 2011)
Recruit more facilitators for Fall 2012 implementation; explore space opportunities to make groups smaller (Implement Fall 2012)
Develop a social marketing campaign utilizing best practices in health communication and social norms theory. (Implement Fall 2012)
Develop an EagleCHECK Award to highlight individuals and groups contributing to the “spirit” of EagleCHECK. (Spring 2012)
Develop an EagleCHECK booklet, highlighting interventions and resources related to alcohol and substance use, sexual violence, mental health,
hate speech/crimes, bullying, unhealthy relationships, hazing, etc. (Fall 2011/Spring 2012)
Explore opportunities for gender specific programs. (Spring 2012)
Explore opportunities to engage with students through social media (YouTube, Facebook, etc.)