Overview and Evaluation of
the Five Star Chapter Evaluation Program
Keith Edwards
The author of this article investigated and evaluated the University of Delaware's Five Star Chapter Evaluation
Program. This overview and evaluation will address the need for such programs to help educate and develop our
Greek organizations into an integral part of a University's educational mission. Suggestions for implementation at
other institutions, and considerations for designing programs for success also will be examined.
INTRODUCTION
Greek organizations on campus have been under increasing scrutiny for decades. In 1978, fraternal organizations
(the words "fraternal" or "fraternity" refer to both men's and women's Greek letter organizations) suffered from the
perpetuation of stereotypes in pop culture. The movie Animal House (1978) portrayed a fraternity as men sharing a
house with no interest in scholarship, showing little respect for women, and having a serious commitment to alcohol
and parties. In recent years, there has been an increase in the debate over the contribution of these organizations to
the educational mission of universities. In fact, many argue institutions actually are harmed by such organizations.
In Fall 1997, Greek-related incidents at Louisiana State University and Massachusetts Institute of Technology
resulted in the deaths of two fraternity men, thus increasing the intensity of Greek criticism across the nation (Kalb
& McCormick, 1998).
DESCRIPTION
Many higher education institutions have responded to such incidents described above and criticism of the Greek system
by limiting or removing all institutional support for Greek organizations. Ironically, only a small number of educational
institutions have taken a developmental and educational approach. One strong example of an educational approach can
be found at the University of Delaware, which has taken a positive step by developing and instituting what they term
the Five Star Chapter Evaluation Program. According to Noel Hart, Director of Greek Life at the University of
Delaware, the program is the tool the University was looking for to help make the Greek system at the University of
Delaware a positive experience for students involved in Greek organizations. Based on similar programs at the
University of Maryland, Utah State, and the University of Arkansas, the University of Delaware designed the Evaluation
Program as a direct response to binge drinking, hazing, and a general degradation of Greek housing (N. Hart, personal
communication, September 30, 1998).
Fraternal organizations were founded on core values such as, trust, loyalty, mutual respect, and concern for others. The
Five Star Chapter Evaluation Program is based on a return to those espoused core values. The Program is meant to
reward chapters for excellent work, sanction chapters that are not living up to their core values, and identify areas of
improvement for all chapters to strive for excellence. The Program utilizes a point system based on earning points in
five basic areas: academics, financial management, university/community relations and service, campus involvement,
and new membership recruitment and education program. A total of 494 points are available. Any chapter earning 90%
of the possible points is awarded five star status, 77% earns four star status, 64% earns three star status, 51% earns two
star status, and 37% earns one star status. Points can be earned in a variety of ways. For example, a chapter can earn
94 points for having an average grade point average (GPA) that exceeds that of the University average for the gender
of the chapter. A variety of smaller points can be earned for having a GPA requirement for potential new members,
having a chapter budget approved by the organizations advisor, and member participation in community events
(University of Delaware, 1998).
STEPS TO IMPLEMENTATION AND POSITIVE IMPACT
The University of Delaware has seen impressive improvements in its Greek system after implementing the Five Star
Chapter Evaluation Program for three years. For example, the all-fraternity GPA average is higher than the all-men's
average GPA at the University. In addition, the three chapters that earned five star status had very successful
recruitment periods this past fall. This has improved the attitude and image of Greeks throughout the campus
community. Recognizing this success, the University of Delaware continues to raise the standard by increasing the
percentages needed to earn points (N. Hart, personal communication, September 30, 1998).
Institution-wide support has contributed to the success of the Five Star Chapter Evaluation Program. The sanctions
for not meeting the standards of the program are upheld, and benefits rewarded for exceptional chapters, because the
Faculty Senate of the University of Delaware approved the Program. Since the Faculty Senate creates institutional
policy at the University of Delaware, failure to meet the goals of the Program violates the University's policies.
Therefore, the Greek Life office and the Greek student governing boards have the authority to enforce the sanctions
associated with the Five Star Chapter Evaluation Program. Chapters that do not cooperate with the Program are subject
to judicial board review and sanctions. The judicial board can issue a variety of sanctioning efforts ranging from
requiring an improvement plan to revoking University recognition of the chapter's charter, which essentially would
close the chapter (N. Hart, personal communication, September 30, 1998).
Student input through InterFraternity and Panhellenic Councils also was essential in developing the Program. A two-semester warning and education period was instituted to allow chapters to adjust to the new standards for evaluation
before sanctions and restrictions were imposed. Mid-term assessments without sanctions also are provided to help
chapters identify areas of improvement (N. Hart, personal communication, September 30, 1998).
Due to the fact that chapters report their own results which are verified by the Greek Life office, the chapters cannot
sabotage each other by providing information that would ruin another chapter's status. This is a non-competitive system
based on self-reporting, which helps the chapters focus on all positive aspects of Greek life, rather than simply focusing
on avoiding judicial sanctions. The system allows each chapter to reach its fullest potential, while maintaining positive
relations between chapters (N. Hart, personal communication, September 30, 1998).
EVALUATION
With increased media attention on Greek organizations, many colleges and universities are struggling to find the
rationale to keep Greek organizations on their campuses. Why would any university, such as the University of
Delaware, invest the time and effort to be supportive of organizations viewed in such low esteem by many in the higher
education community? The Office of the Vice President of Student Affairs at the University of Maryland at College
Park (1995) has adopted a relationship statement, illustrating the benefit Greek organizations can and should have on
an educational environment. The following is a portion of the statement between the University and Greek
organizations suggesting the benefits of being involved in healthy Greek organizations:
The document recently developed by the American College Personnel Association, The Student Learning Imperative:
Implications for Student Affairs (1994) states that the "Hallmarks of a college-educated person include: ...(b) an ability
to apply knowledge to practical problems encountered in one's vocation, family, or other areas of life; (c) an
understanding and appreciation of human differences; (d) practical competence skills (e.g. decision making, conflict
resolution); and (e) a coherent integrated sense of identity, self-esteem, confidence, integrity, aesthetic sensibilities, and
civic responsibility." Given the intensity of daily life and the range of developmental challenges that exist in a college
setting, fraternities and sororities remain perhaps the most productive living-learning experiences available to students
that will allow them to achieve these competencies. (p. 1)
The Five Star Chapter Evaluation Program is an excellent tool that can help institutions mold their Greek systems into
a vital part of how the college or university meets the goals of the Student Learning Imperative. The Program is
designed to provide incentive for students to take a leadership role and initiate changes benefiting the chapter and all
of its members. Greek organizations that meet the challenge and goals of the Program, not only will be better able to
be an integral part of the University's educational mission, but also are more likely to meet the organization's self
professed core values and beliefs.
This system certainly has worked for the University of Delaware and a select other institutions that have implemented
similar programs. However, this is not a cure- all for any Greek system. The program must be tailored to the specific
institution if it is to be successful. Colleges and universities must independently define the criteria of the program to
reflect the culture and values of the institution and its students. In an ideal situation, the program helps each Greek
organization act in harmony with the institution's values and the organizations specific core values. Institution-wide
support, such as approval by the Faculty Senate at the University of Delaware, is critical in making the program
enforceable, as well.
Student input in the development and implementation of the program is critical in order for it to be successful. Without
student support, the program will simply suffocate and punish organizations. Including the students in the development
of the program helps to insure that their views of appropriate challenges and goals are included. This partnership will
allow for the students to promote the program to other students, avoiding the appearance of another administrative
mandate.
Once the program has been properly developed with students to reflect the appropriate values, it is critical to allow
students time to adjust to a new method of chapter evaluation. A two-semester phase-in, similar to the University of
Delaware's Program, would be appropriate. After a full year of students and administration working in partnership to
develop and organize the program, a yearlong trial period could be implemented. Fraternities would be asked to report
information verifying that they had met the goals of the program. After each semester, the chapters would receive a
progress report with their five star status. This would not carry with it any of the privileges or sanctions. During this
period the university could work with the chapters to help them reach their goals, avoid sanctions, and become a healthy
organization for student involvement. Keeping these factors in mind, colleges and universities can use the Five Star
Chapter Evaluation Program to help all chapters achieve success meeting the goals of the organization and the
university.
CONCLUSION
If colleges and universities are indeed looking to educate and improve Greek chapters, rather than disassociate with and
eventually eliminate Greek organizations from their campuses, programs like the Five Star Chapter Evaluation Program
could be used as a successful tool to help reach their goals. Universities should include their own institutional values
and help the chapters adjust to new programs, in order to provide chapters with the instrument to be successful. With
such tools, Greek organizations can return to their original values of building meaningful personal relationships,
scholarship, community service, leadership, and involvement. This return to fraternal core values can help Greek
organizations once again become an integral part of the educationl mission of colleges and universities across the nation.
REFERENCES
Kalb, C., & McCormick, J. (1998, September 21). Bellying up to the bar: A new Harvard study finds that binge drinking is still a big problem on many college campuses. Newsweek [Article posted on the World Wide Web]. Retrieved October 9, 1998 from the World Wide Web: http://newsweek.washingtonpost.com/nw-srv/printed/us/ls/ed0112_1. html
Office of the Vice President of Student Affairs, University of Maryland at College Park (1995, April 25). Greek life: A foundation for the future. [Statement posted on the World Wide Web]. Retrieved October 2, 1998 from the World Wide Web: http://www.naspa.org/VirtualLibrary/MARYLAND.WEB.html
University of Delaware (1998, April 22). Five star chapter evaluation program. [Program posted on the World
Wide Web]. Retrieved August 27, 1998 from the World Wide Web:
http://www.udel.edu/GreekAffairs/FiveStar/
Keith Edwards ('00) is the Graduate Assistant in Greek Affairs at Colorado State University.