Give Your Peer Educators Some Credit! Susie Bruce Center for Alcohol and Substance Education (CASE) (434)

Alcohol and Drug Abuse Prevention Team (ADAPT) Founded in spring members (varies from 10 to 18) Falls under the Office of the Dean of Students - Center for Alcohol & Substance Education (CASE) Advised by CASE Director and 20 hour/week Graduate Assistant One ADAPT student works 10 hours/week in the CASE office

ADAPT Mission ADAPT is dedicated to addressing the issues of alcohol and other drug abuse in the U.Va. community. As peer educators, we promote awareness, provide educational outreach, and serve as accessible resources for our fellow students. Our primary purpose is to minimize the abuse of alcohol and other drugs in an effort to promote a healthier environment at our University.

ADAPT Projects Educational Outreach Programs Substance Abuse Awareness Week –Coordinate all University events for the week before the last home football game Spring Foxfield Races –Coordinate student educational efforts Safe Spring Break HOOS Sober weekly listserv 21 st Birthday Cards

ADAPT Member Selection Completely student-run Potential members complete written application and interview process Group selects 5-8 members each fall in time for students to register for spring training class

ADAPT Training Previously student-led –4-5 hours total training –Some follow-up training for all members (TIPS, CPE, etc.) Discussed idea of pursing academic credit at ADAPT retreat in fall 2001 Contacted School of Education in summer 2002 –Chair of the Human Service Department 2-credit course began in spring 2003 Increased to 3-credit course in 2007

Course Requirements from the Education School Need to submit detailed syllabus, reading list, description of course expectations and learning outcomes To offer a class in the spring, materials are needed by the previous September Need a teaching faculty sponsor within the department (even if instructors are general faculty) A course can be approved on an “experimental” basis for two semesters, then will need full academic affairs review –Submit current syllabus and course evaluations One credit class = 15 contact hours

Integrated Course Design (Fink) Four components of this instructional design model: –analyze situational factors – formulate learning goals –design feedback and assessment procedures and – select teaching/learning activities

Integrated Course Design “In order to teach well, one must be competent in both course design and teacher-student interactions.” - Fink Resources: L. Dee Fink, A Self-Directed Guide to Designing Courses for Significant Learning San Francisco: Jossey-Bass, 2003 Jeanne Martino-McAllister – James Madison University, Office of Substance Abuse Research

Course Description Peer Alcohol Education (EDHS 289) is a specialized training course for students selected to become ADAPT Peer Educators. This class focuses on knowledge, skills & application of college alcohol issues including health promotion theory and alcohol & other drug information. Skills include decision-making, communication, facilitation and presentation. Application includes small group presentations, awareness events, community building and social action. Students must complete all course requirements with a grade of B or better to become a member of ADAPT.

Course Objectives At the end of this course, students will… Understand the transtheoretical and social norms health promotion theories Understand the principles of program evaluation Know how to appropriately assist and refer students with alcohol and/or other drug concerns Understand the principles of ethical practice and cultural competency for peer educators Be able to describe the health risks and potential benefits of different quantities and frequency of alcohol and other drug use Have developed and facilitated an effective alcohol and/or other drug presentation to their peers

ADAPT Course Content Class meets for 1 hour, 15 minutes twice weekly –Health promotion theory – 3 sessions –Alcohol, tobacco & other drug info – 11 sessions –ACOA and Recovery speakers – 2 sessions –Facilitation/presentation & programming skills – 3 sessions –Listening, communication, confrontation & referral skills – 4 sessions –Cultural competence – 2 sessions –U.Va. policy and resources – 1 session –Peer educator ethics/reflection – 2 sessions

ADAPT Course Requirements Attendance/participation (28% of total grade) 2 Reaction papers (10%) Midterm exam (15%) In-class presentation (12%) Develop and present an educational program to a peer group (20%) Final reflection paper (15%)

Student Reactions “ I have found this course to be incredibly enlightening and pertinent to my life as a U.Va. student and young adult in our society.” “This course has taught me much more than how to become a peer educator; I have learned to look at myself in a new light and to understand those around me better.” “This course helped me think about who I really am as a person – what defines me.”

Student Perceptions of Course Significance Learning new information about alcohol, tobacco and other drugs Learning how to educate Becoming an effective presenter

EDHS 289 Evaluation 2008 significant findings p<.05 scale: 1=strongly disagree to 5=strongly agree  Knowledge of diversity issues  Pretest mean = 2.75  Posttest mean = 3.88  Knowledge about general alcohol issues  Pretest mean = 2.75  Posttest mean = 4.75  Knowledge of UVA alcohol & drug related resources  Pretest mean = 2.38  Posttest mean = 4.25  Knowledge of UVA alcohol & drug related policies  Pretest mean = 3.13  Posttest mean = 4.25  Knowledge of UVA alcohol & drug related policies  Pretest mean = 3.13  Posttest mean = 4.25  Knowledge of UVA norms for alcohol & drug use  Pretest mean = 2.63  Posttest mean = 4.88  Ability to share the warning signs of high risk drinking  Pretest mean = 3.25  Posttest mean = 4.63  Intervening in high risk situation  Pretest mean = 3.25  Posttest mean = 4.13

EDHS 289 Evaluation 2008 significant findings p<.05 scale: 1=strongly disagree to 5=strongly agree

Lessons Learned Provide detailed guidelines Provide enough time for role-play activities and discussion Check with department to confirm that course will be graded and not pass/fail Remind students to fill out departmental evaluation forms, not just your class evaluation BE FLEXIBLE!!!

Selling the Class To a department: –No cost –Facilities utilization –Trial run To students: –Academic credit –Organizational standing –Career preparation

New Directions Enhance students’ presentation skills –Role modeling more techniques in class –Add another session on presentation skills (one before in-class presentation & one after) Invite U.Va. Police to talk about policies and enforcement/dispel myths Add session on motivational interviewing Ongoing training for the group

New Directions Practicum class (EDHS 289-B) An independent study course that applies ATOD knowledge & skills Students can earn 1, 2 or 3 credits Projects vary from Outreach coordinator to Foxfield Education Chair to ACOA program development

Practicum Requirements Internship proposal (5%) Monthly progress reports (15%) Attendance/effort (20%) Final report (30%) Intern manual (30%)

Questions? Discussion