1. Cal Poly Pomona WHERE’S THE PROBLEM
Cal Poly Pomona WHERE’S THE PROBLEM? Strategic Planning for Campus Alcohol Programming and Policy
Carla Jackson, MPH
Ty Ramsower, M.Ed.

2. Expected Learning Outcomes
Understand the importance of conducting a needs assessment to help guide institutions in creating effective policies and programs.
List the steps involved in conducting a comprehensive needs assessment.
Describe potential sources of data and data collection tools.

3. Background Health Educators not researchers
Make efforts count with limited resources
Avoid “reactive” or non-evidence based programming as much as possible
Assess impact

4. Decision-Making and Priorities
Priorities may be determined by:
Data-Driven Decision—quantitative or qualitative data that supports priorities
Mission-Driven—selecting priorities that reflect commitment to and support for the organizational mission
Relevance to Higher Priorities—related the directives, this strategy is based on the need to support efforts of a higher level part of the organization
Perception—a stated need that may not be supported by other data (includes emergent needs and anticipated needs)
Higher-Level Impact—some priority issues cannot be justified with process measures as the true impact is often unknown or under reported
History—a program continued to exist because it has become core to the unit operations
Directives—a mandate given from a source of authority to provide a program or service
ACHA Health Promotion Section : Michael McNeil ACHA Annual Meeting May 27,2009

5. Effective Prevention Programs U. S. Dept
Effective Prevention Programs U.S. Dept. of Education Office of Safe and Drug Free Schools
Design programs based on thorough needs assessment
Establish measureable goals and objectives linked to needs
Implement prevention activities that are evidence based
Use evaluation results to refine, improve, and strengthen the program.

6. Problem Analysis DeJong, 2009
Gather objective data on the nature and scope of the problem at national and local levels.
Examine available resources and assets in the campus community.
Analyze and summarize this information to clarify needs and opportunities.

7. The picture at Cal Poly Pomona
Data from NCHA historically showed lower than national average alcohol use.*
But, there were anecdotal reports of pockets of high use.
* percent who used alcohol at least once in their lifetimes
2004
2007
2010
CPP
68%
70%
67%
Ref. Group
79%
81%

8. Step One: Gather Data Brainstorm potential data sources
Cal Poly Pomona identified:
NCHA
Healthy Minds
NASPA mental health
CCAPS
Key Informant interviews
Newspaper articles

9. Step One: Gather Data (cont.)
Population based surveys:
NCHA
CPP lower than national data for all alcohol use
CPP better than national for protective behaviors
CPP lower than national for negative outcomes
Healthy Minds
CPP lower than national average for binge drinking
NASPA Mental Health
CPP less than national average on all alcohol related behaviors
Statistically significant (p<.05)

10. Step One: Gather Data (cont.)
Key Informant Interviews
Interview to establish perceptions and identify potential populations to survey
Keep in mind that perception of amount of behavior often greater than actual amount
Potential key informants:
Brainstorm

11. Step One: Gather Data (cont.)
Interview script
What is your name and title?
In what capacity do you work with students or have contact with students at Cal Poly Pomona?
Do you believe that students at Cal Poly use alcohol and other drugs?
How extensive is their alcohol and drug use?
Is it problematic? In what ways?
What motivates students to drink or use drugs?
Does student alcohol and drug use affect academic performance? Performance in extracurricular activities (job, athletics, etc.)?
Do you think that Cal Poly Pomona has programs or resources to help students who use alcohol or drugs? What are they?
Do you think that Cal Poly Pomona does an adequate job educating students regarding the risks associated with alcohol and drug use?
Do you have ideas on how to address student alcohol and drug use?
Anything else?

12. Step One: Gather Data (cont.)
Environmental Scan
Campus Newspaper
Local Newspapers
Electronic Media
Flyers and Handbills posted on campus
Judicial Sanctions

13. Step Two: Resources and Assets
Brainstorm potential campus/community resources and assets.
Cal Poly Pomona identified:
CampusLabs (formerly StudentVoice)
AODOC

14. Step Two: Resources and Assets (cont)
Utilize for further data collection
Three populations identified:
Greek life
On-campus housing
Athletics

15. Greek Alcohol Survey Administered Winter 2012 IRB approval
ACHA-NCHA approval
Utilized CampusLabs
2-3 minutes to complete

16. Greek Alcohol Survey (cont.)
Worked in conjunction with Greek life Coordinator
Incentives
Buy-in from population
Access to contact information
Pit-falls
addresses
Student unfamiliarity with survey method
Mistrust

17. Greek Survey vs. NCHA 2010 Demographics Greek Survey (n=217, rr 26%)
GENDER
Female
Male
62%
38%
63%
37%
AGE
20 & Under
21 & Over
44%
56%
YEAR IN SCHOOL
First
Second
Third
Fourth
Fifth
10%
14%
34%
23%
19%
17%
11%
26%
21%

18. Within the last 30 days, on how many days did you use Alcohol?

19. Median number of drinks consumed last time student “partied”/socialized
Greek Survey
NCHA 2010
Male 4
Female 2
Total 3

20. Negative consequences as a result of drinking

21. Over the last two weeks, how many times have you had five or more drinks of alcohol at a sitting? (Males)

22. Over the last two weeks, how many times have you had five or more drinks of alcohol at a sitting? (Females)

23. Step Three: Needs and Opportunities
Policy
Targeted Interventions

24. Case Study Greek organization plans to serve alcohol at Spring formal
Alcohol policy currently undergoing revision
Greek alcohol survey results show increased use, binge drinking, and negative consequences

25. References and Resources
DeJong, William. U.S. Department of Education, Office of Safe and Drug-Free Schools, Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention, Problem Analysis: The First Step in Prevention Planning, Washington, D.C., 2009.
Ryan, et.al., U.S. Department of Education, Office of Safe and Drug-Free Schools, Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention, College Alcohol Assessment Guide: Environmental Approaches to Prevention, Washington, D.C., 2009.

26. References and Resources
American College Health Association. American College Health Association-National College Health Assessment II: Reference Group Executive Summary Spring Linthicum, MD: American College Health Association: 2010.
American College Health Association. American College Health Association-National College Health Assessment II: California State Polytechnic University Pomona Executive Summary Spring Linthicum, MD: American College Health Association: 2010.

27. References and Resources
Healthy Minds Study 2010 School Report, The Center for Student Studies at Survey Sciences Group; The University of Michigan School of Public Health; 2010.
NASPA Consortium 2010: Mental Health and Counseling Student Survey.
Complying with The Drug-Free Schools and Campuses Regulations [EDGAR Part 86] A Guide for University and College Administrators.