The University of Arizona
Hazing Prevention Consortium Summit
June 11-12, 2015
University of Maine
stophazing.org
Campus Coalition Membership
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DOS/FSP
DOS/SafetCats
DOS/Accountability
DOS/PFA
Campus Health
Athletics
ASUA
IFC
Campus Recreation
UAPD
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Residence Life
Assessment
ROTC
Eller Business School
Past Coalition Initiatives
No individual Wildcat should be demeaned, ridiculed, belittled or placed in a
potentially harmful situation in order to be included in a group at the
University of Arizona.
• Staff & Faculty Trainings
• Parent & Family Outreach
• NHPW
• Videos
• Magnets
• Door Signs
• Website
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Additional Prevention Efforts
• Healthy Rites of Passage Guide & Positive Team
Builder Guide
• How to Prevent & Report Hazing Guide
• GLUE- Guiding Leaders through Unifying
Experiences
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Campus Hazing Assessment Findings
Campus Culture
Students are interested in involvement opportunities, very
connected to athletics and there is a high risk drinking culture.
Campus Hazing Culture
Who is hazing – consistent with national findings
Types of hazing- alcohol is very involved, students identified
humiliating, degrading, or physically abusive acts as hazing.
Defining hazing- similar to national findings, additional layer of
tradition,
lack of understanding surrounding non physical abuse
hazing.
Reasons for Hazing- similar to national findings
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Campus Hazing Assessment Findings
How is Hazing Discovered? –
– “I have not received a lot of information on hazing from our university, which makes
me think the administration does not think it is, or will be, an issue. They wait for
hazing to happen and then address hazing. It doesn’t seem very urgent”. (Survey
Response)
– “I think the official message is that hazing shouldn’t happen, but I think it is often
assumed and even referred to lightly / jokingly by professors and others as an
unofficial message.” (Survey Response)
– “Unofficial-boys will be boys, as long as it doesn’t cause ‘trouble’ it doesn’t matter, its
part of college (especially Greek life).” (Survey Response)
– “I receive no messages official or unofficial, which may indicate that the administration
isn’t doing anything about hazing.” (Survey Response)
Hazing Prevention Challenges
“UA accounts focus especially on the quality of trainings for student leaders
and inconsistent
presence and oversight by staff, such as advisors, coaches,
and Greek supervisors.”
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Evaluation Case Study Activities
– Case Study Development
• Plan
– Send newsletters monthly to targeted staff, faculty, advisors, coaches
and parents
– Conduct a pre-test on a select group
– Post-test on all
• Rationale
– Staff, faculty, advisors and coaches often know what the issues with the
group are
» If they are not involved, they need to know they should be
– The students often don’t recognize the problem or want to change
– Past reports and concerns came from the population
– UA staff and faculty are mandatory reporters, must make “reasonable
efforts”
– Specific and known population
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Hazing Prevention Core Strategies
• Train UA Staff, Faculty
– 4 training opportunities over the past year
• University officials should continue to send a clear message
regarding hazing.
• Provide families with information on hazing prevention
• Target Parents, Staff, Faculty and Advisors for Education
– Parents (Greek, PFA, Club Sports, potentially NCAA Parents)
– FS Advisors/Club Advisors/Club Sport Coaches/ NCAA Coaches
– Student Affairs Staff /Faculty Fellows/ROTC Staff/Res Life CDs
and ADs
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Evaluation Case Study Activities
– Pre/Post Test
• Pre- Fall
• Pre-Assessment will be sent to a targeted group of faculty,
staff and parents who will say they commit to doing the post
test as well.
• Post assessment will be sent to all the individuals who
receive the marketing/awareness materials as well as the
targeted group in November/December
– Marketing/Awareness Efforts
• A newsletter will be developed monthly to send to all the
populations we will look at.
• Additionally, individual areas will pull information from the
newsletter to cover with their populations through their own
communication efforts (twitter, emails, facebook).
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Evaluation Case Study Activities
Marketing Efforts/Plans
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September
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University Statement on Hazing
What are hazing behaviors
Recognizing hazing
Awareness of pervasiveness of hazing
How to Report
Organizational purpose/Engagement
Perceived outcomes
Awareness of sanctioning
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Positive alternatives
Reasons for not reporting/To Report
How to report
What to report
How and when to intervene
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Evaluation Case Study Activities
Areas to evaluate:
• University Statement on Hazing- Do they know there is one, or what it is?
• Group Affiliation – Who do they work with, were they a member?
• Organizational purpose – Do they know the purpose of the organization they are
associated with?
• Awareness of pervasiveness of hazing – Do they know what types of orgs it occurs in?
• Recognizing hazing behaviors – Can they recognize hazing behaviors ?
• Past participation in hazing behaviors? - Did they participate in hazing earlier?
• Recognizing hazing (photos, in public etc) - Do they know how to recognize hazing on
campus?
• Perceived outcomes – What do they believe are the outcomes of hazing?
• Witnessed or know about hazing – Have they already witnessed or do they have
knowledge of hazing on campus?
• Risks Associated with Hazing – Do they understand the risks associated with hazing?
• How to Report?
• Reasons for not reporting – What are their reasons for not reporting?
• Likeliness to intervene?
• Beliefs on hazing
• Unofficial messaging on hazing
• Where have they received messaging on hazing previously?
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Hazing Prevention Lessons Learned
• Creating an effective coalition and creating buy-in takes
time
• Developing evaluations and marketing efforts (case
study) takes time
• Next Steps
– 5 scheduled meetings
– Assigning/asking volunteers for assistance in different areas
– Launching the case study this summer/fall
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Hazing Prevention Consortium Think
Tank
How do campuses engage students in the coalition?
What successes have other campuses seen in marketing
efforts? Specifically in e-communications
What kind of peer education programs exist?
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