The State University of New York
Council of Chief Student Affairs Officers
and
The Office of University Life & Enrollment Management
Outstanding Student Affairs Program Awards Application Form 2011
COLLEGE INFORMATION
Name of Campus:
The College at Brockport, State University of New York
APPLICATION INFORMATION
First/Last Name:
Joshua Fegley
Title:
Assistant Director, Health Promotion and Prevention Services
Department:
Student Health Services
E-mail Address:
jfegley@brockport.edu
AWARD CATEGORY (please check one):
______Student Affairs/Academic Affairs Collaborations
X
Campus Safety
______Innovative Use of Social Networking
______Career Development Programs
______Programs that Support the Education Pipeline
TITLE OF PROGRAM: EagleCHECK
1. Describe program objectives. Include information on the campus need that is met by this program.
2. Describe program design.
3. Describe the effectiveness of program implementation (i.e., to what degree did the program meet objectives,
participation levels, cost effectiveness, scope or impact on campus/community and use of campus/community
resources).
4. Outline collaborative approach of program (i.e., efforts to involve other departments, divisions, etc.).
5. Outcomes assessment (i.e., provide evidence of the effectiveness of the program).
APPLICANT SIGNATURE:
VICE PRESIDENT/DEAN OF STUDENT AFFAIRS SIGNATURE:
(If the VP sends the application materials from his/her email account – a signature is not necessary).
Applications should not exceed 5 pages and should be submitted as Word documents, not PDF. All
applications must be submitted via e-mail by
March 15, 2011 to:
awardsul@sysadm.suny.edu
Note: When sending an application, please include the campus name and category on the Subject
Line of the email heading.
Ed Engelbride
Associate Provost
State University of New York System Administration
Phone: 518-320-1286
Section One: Program Objectives and Need
An EagleCHECK is an “intentional decision that an individual or group makes to intervene in a situation that has the
potential to be risky, dangerous, unhealthy, or an emergency.”
This simple definition, yet complex concept, is the basis for The College at Brockport’s pro-social bystander intervention
program, EagleCHECK. The EagleCHECK program was intentionally designed as a strategy to encourage personal
responsibility for community health and safety, specifically in regards to high-risk drinking and sexual violence. CORE
Alcohol and Drug Survey Results and past prevention program assessments were used to developing program learning
outcomes and intentionally select the learning strategies used to educate and engage students.
The following table provides a historic view of binge drinking rates at The College at Brockport.
2000
2001
2002
2003
2004
2005
48.3%
65.9%
60.6%
55.3%
58.6%
57.9%
2008
2009
(Fall)
2009
(Spring)
2010
(Fall)
49.2%
47.7%
45.5%
43.9%
2-Week Prevalence Rate taken from CORE Alcohol and Other Drug Survey
*Fall 2009 & Fall 2010 data collected through Survey Monkey Assessment
Additionally, CORE Alcohol and Drug Survey Results provide insight into student behaviors that show a significant need
for education related to consent and sexual assault. The following data also demonstrates the need to address alcohol and
sexual assault concurrently.
Please indicate how often you have experienced the following due to your drinking or drug use during the last
year – have been taken advantage of sexually.
CORE Survey Year
2009
2008
2005
Males Responding Yes
Females Responding Yes
9%
13%
11% (cross tabs not available by gender)
4%
13%
Please indicate how often you have experienced the following due to your drinking or drug use during the last
year – have taken advantage of another sexually.
CORE Survey Year
2009
2008
2005
Males Responding Yes
Females Responding Yes
2%
2%
2.4% (cross tabs not available by gender)
5%
8%
While we believe that sexual assault occurs on our campus and within our community more often that the numbers above
suggestion, this data created discussion among staff and students about the need to educate students about what constitutes
sexual assault and the role that alcohol plays in gaining and permitting consent. The following data also demonstrates the
need for us to address alcohol and sexual assault concurrently and explicitly, as it shows the incongruence between student
beliefs and New York State consent laws.
Do you believe that alcohol facilitates sexual opportunities?
CORE Survey Year
2009
2008
2005
Males Responding Yes
54%
54%
Females Responding Yes
48%
44%
51.7% (cross tabs not available by gender)
Did you use alcohol the last time you engaged in intercourse?
CORE Survey Year
2009
2008
2005
Students Responding Yes
17.6% of sexually active students
16.8% of sexually active students
20.3% of sexually active students
Finally, a significant theme in past program assessments and focus groups was that students may not experience negative
consequences related to alcohol use or sexual assault themselves, but they often experience situations where they see the
potential for someone to be harmed and where often unaware of how to intervene.
After reviewing and synthesizing this data, and with feedback from students representing the First Year Experience
Program, Residential Life/Learning Communities, Campus Life, Health Promotion and Prevention Services, The Women’s
Center, and Brockport Student Government the following learning outcomes for EagleCHECK were developed.
 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.
Section Two: Program Design
The EagleCHECK campaign is aligned with and contributes to the mission of the CONNECT: High-Risk Drinking
Prevention Program. This program utilizes the Social Ecological Model of Health Promotion that highlights the various
interventions that can be implemented at the intrapersonal, interpersonal, community, societal, and policy levels.
The EagleCHECK Program is an educational/intervention strategy that uses a variety of theories, best practices, and
strategies to encourage and promote individual responsibility for the health and safety of others. Students were involved in
the design of all aspects of the EagleCHECK program, including the selection of best practices and theories that we would
adapt to meet the needs on The College at Brockport campus. After a review of current literature pertaining to prevention
programs on college campuses, the following practices and theories were selected to help guide efforts at The College at
Brockport.
Pro-social Bystander Interventions
A bystander is anyone who observes or is made aware of a situation that has the potential to harm another individual or
group of people. The EagleCHECK campaign is designed to mobilize bystanders by introducing them to the steps
associated with bystander interventions – meet the check, know the check, and be the check! The following grid outlines
program curriculum. These concepts also are used in outreach programming outside of the traditional “in-person”
programs.
Stage of Bystander Intervention
“Meet the Check”
“Know the Check”
“Be the Check”
Description & Program/Campaign Strategies
“Meet the Check” begins with an introduction to the definition of EagleCHECK, the
concept of bystander intervention, and examples of bystander interventions in the news or in
current media (movies, TV shows, etc.). A visualization exercise is used that asks participants
to think about how they would feel if they saw an individual they cared about being harassed
and a bystander who had the opportunity to intervene in the situation but chose not to.
After processing the visualization, students brainstorm examples of intervention strategies
and how these can be used in the college environment. The most common examples shared
by students focus on alcohol poisoning and violence, both sexual and non-sexual.
The EagleCHECK Campaign provides community members with the awareness, knowledge
and skills needed to prevent, intervene in, or respond to a risky situation. The EagleCHECK
program primarily focuses on high-risk drinking and sexual assault education and prevention
and uses strategies that include the debunking of common myths, an exploration of campus
norms about drinking and sexual violence, and small group role plays that encourage students
to intervene in situations while staying within their comfort zones.
The EagleCHECK program promotes and encourages the active participation of community
members in the health and safety of their peers and those around them. Students are
educated about policy, including our Good Samaritan Statement, campus and community
resources, and the skills needed to assist a peer who may be in need.
All students receive an EagleCHECK keychain outlining the signs of alcohol poisoning and
the steps to an effective bystander intervention.
Ultimately, the goal of EagleCHECK is to assist students in overcoming the barriers most often associated with intervening
in risky or potentially risky situations. These barriers include the assumption that someone else will intervene, that they will
look foolish for intervening, pluralistic ignorance (conforming to the majority of individuals who are not intervening), not
knowledgeable about intervention strategies, and being afraid of getting their peers or themselves in trouble. Each of these
barriers is addressed in detail and strategies are used to have students think critically about how they will intervene and
practice that intervention before they experience a “real world” scenario.
The focus on bystander intervention provides students with tools to use while navigating college life, making responsible
decisions, and promoting the health and safety of their peers.
Social Diffusion Theory
Social Diffusion theory suggests that “…behavior change in a population can be initiated and then will diffuse to others if
enough natural and influential opinion leaders within the population visibly adopt, endorse and support an innovative
behavior (Rogers, 1983). For this reason, peer educators from Health Promotion and Prevention Services and The
Women’s Center facilitate these programs. In addition, statements of support from high-profile student leaders on campus
are embedded in curriculum. These statements demonstrate to students that their peers care about the topics of high-risk
drinking and sexual assault and provide insight into why it is so important to take responsibility for the health and safety of
others. As one student leader suggests “when one student is harmed, it takes a toll on our entire community. The use of
peer facilitators and supports also assists us in reaching populations we traditionally have trouble reaching in the prevention
process. These populations include athletes, members of Greek organizations, and off-campus students. Our peer
facilitators and supporters help us spread messages related to EagleCHECK through their daily interactions with peers and
their role modeling of positive and healthy behaviors.
Social Norms Theory
The behaviors of an individual can often be predicted by the behaviors or perceived behaviors of their peer group. Social
Norming Theory suggests that “…problem behaviors may be due, in large part, to the desire – or social pressure – to
conform to erroneously perceived norms” (Berkowitz, 2003). Throughout the formal EagleCHECK program and its
complimentary outreach programs, social norms are explored with students. Using an audience response system
(“clickers”) student facilitators explore myths related to college drinking and sexual assault, while sharing the actual campus
norms. Through this activity, as you will see in our results section, students leave the program with a clearer understanding
of campus norms.
These theories and practices are infused into a number of different strategies that are used to introduce students to the
concepts of EagleCHECK and encourage pro-social bystander interventions. The Chart below provides an overview of the
various strategies used.
Strategy
College Life Live Skits
Population Reached
~850 First Year
Students
Timeline
Summer
Orientation
(June/July 2010)
EagleCHECK
Residence Hall
Program
1,185 Students
August/September
2010
Greek Retreat &
New Member
Orientation
80 Students
October & March
EagleCHECK Days
~450 Students, Faculty,
and Staff
Biweekly
Notes
EagleCHECK is infused into skits and provides student
the opportunity o see intervention in action. Skits are
related to alcohol use, mental health, and stalking.
This traditional style program, one hour in length,
provides students with the awareness, knowledge, and
skills needed to implement pro-social bystander
interventions related to high-risk drinking and sexual
assault.
All members of Greek organizations participate in a
special EagleCHECK program that is designed
specifically for Greek organizations. This session
highlight specific examples of EagleCHECKS related to
Greeks and provides students with opportunities to
explore scenarios involving safe party hosting and
hazing.
These outreach events are designed to educate
community members about bystander interventions.
Each event educates on a specific topics (alcohol
poisoning, domestic violence, suicide prevention, etc.)
In addition, bystander and EagleCHECK curriculum is infused into First Year Seminar Classes and workshops for students
held accountable for violating The College at Brockport Residence Hall and Student Townhomes Alcohol Policy.
Effectiveness of Program Implementation
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
2001
Students Reporting being “Actively Involved in AOD Prevention”
2002
2003
2004
2005
2008
2009
2010
1.5%
.9%
1.4%
1.7%
3.3%
3.1%
9.3%
15%
15.7%
In addition, the collaborative approach to EagleCHECK and the infusion of its curriculum in programs, including Summer
Orientation, has led to a significant increases 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 use and sexual 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
53%
49.7%
57.6%
49%
46.7%
51.1%
80%
2010
89%
To what extent do students on your campus care about (high-risk drinking, sexual assault, gender
harassment/violence)
CORE Survey Year
2010
2009
2008
High-Risk Drinking
92.6%
89.9%
81%
Sexual Assault
93%
89.7%
87%
Gender
Harassment/Violence
77%
68.5%
62.4%
The entire EagleCHECK Program cost was $2,380.00. The costs fell into each of the following categories.
Budget Category
Student Staff
Cost
$680.00
EagleCHECK Keychains
Technology
$700.00
$1,000.00
Notes
Student facilitators for 40 residence hall
programs and outreach events
1,500 EagleCHECK keychains
Audience Response System, Clickers, and
Portable Projector
The program was a very cost effective way to educate students about these very important topics that contribute to campus
safety. The technology items were a once-time cost and projected costs to sustain this program are $1,380.00 per year.
Collaboration
The EagleCHECK program is not “owned” by one office or staff member. It truly is a collaborative program that is
supported by and enhanced by staff and students throughout The College at Brockport community. There is significant
collaboration between Health Promotion and Prevention Services, Residential Life/Learning Communities, Campus Life,
Student Retention, Counseling Services, The Women’s Center, and off-campus partners that helps ensure the success of
EagleCHECK. It is our hopes that this collaborative nature extends EagleCHECK beyond a campaign and helps to embed
the ideas of EagleCHECK into campus culture.
EagleCHECK curriculum also educates students on the services available on and off-campus related to high-risk drinking
and sexual violence. Both on-campus and off-campus groups were involved in the training of EagleCHECK facilitators.
These groups include Student Health and Counseling Services, The Women’s Center, Rape Crisis Services of Orleans
County, and Stand Up Guys, a local organization that engages men in ending violence against women. These campus and
community resources were not only part of our training program, but an explanation of their services is included as part of
the EagleCHECK curriculum.
Outcomes Assessment
Program assessments were sent to participants electronically using Survey Monkey 1 and 6 months after completing the
program. The following data was collected and synthesized. The 1 month assessment asks students about any new
knowledge acquired regarding high-risk drinking and/or sexual assault was acquired as a result of EagleCHECK. The
following data was collected.


89 % of students stated knowledge and awareness gained in regards to high-risk drinking on college campuses
95% of students stated knowledge and awareness gained in regards to sexual assault on college campuses
The focus of the assessment process was to explore student bystander behaviors after they participate in EagleCHECK.
The following information was collected.
What is a bystander intervention? (open ended question)
Assessment Interval
1 Month Post Assessment (n=233)
6 Month Post Assessment (n=161)
Valid Response
97%
96%
Invalid Response
3%
4%
What is an EagleCHECK (open ended question)
Assessment Interval
1 Month Post Assessment (n=233)
6 Month Post Assessment (n=161)
Valid Response
92%
89%
Invalid Response
8%
11%
Have you used any of the bystander/EagleCHECK skills in a situation that had the potential to be risky,
dangerous, unhealthy, or an emergency?
Assessment Interval
1 Month Post Assessment (n=233)
6 Month Post Assessment (n=161)
Valid Response
20%
36%
Invalid Response
80%
64%
Have you used any of the bystander/EagleCHECK skills in a situation that was to be risky, dangerous,
unhealthy, or an emergency?
Assessment Interval
1 Month Post Assessment (n=233)
6 Month Post Assessment (n=161)
Valid Response
5%
9%
Invalid Response
95%
91%
Please provide a description of how you used the principles of EagleCHECK to ensure the health, safety, and/or
integrity of another individual or group. (open ended question)
We received 27 responses to this question on the 1 month assessment and 24 responses on the 6 month assessments. We
have categorized these responses into the following groups to demonstrate how students have utilized their bystander skills.
Category
Intervention related to alcohol poisoning
Intervention related to high-risk drinking
behaviors
Intervention related to violence
1 Month Post Assessment(n=27)
3
5
6 Month Post Assessment (n=24)
4
6
0
2
Intervention related to potential of violence
4
2
Intervention related to sexual violence
0
0
Intervention related to potential for sexual
violence
Intervention related to offense name-calling,
jokes, etc. (racially-based)
Intervention related to offense name-calling,
jokes, etc. (gender-based)
Intervention related to offense name-calling,
jokes, etc. (sexuality-based)
Intervention related to confronting a peer’s
unhealthy/risky behaviors
4
3
2
1
2
1
3
2
4
3
The chart above shows that students have effectively used bystander intervention in a number of different contexts, and
also as a strategy to deescalate events that have the potential to be violent so they do not become violent. The findings
from our assessment also show that students have embraced the concept of EagleCHECK and used their bystander
intervention skills in varying contexts.
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.
EagleCHECK is a program that has been well-received at The College at Brockport and has contributed to the health and
safety of our students in a variety of ways. The principles of EagleCHECK can easily be adapted to fit the needs of any
SUNY campus and can be used as a strategy to compliment prevention programs, leadership programs, social justice
programs, and other programs that promote community building, respect, and healthy and safe environments.