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

2. Alcohol and Drug Abuse Prevention Team (ADAPT)
Founded in spring 1999
12 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

3. 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.

5. 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
21st Birthday Cards

6. 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
2-3 current members serve as recruitment chairs
Fall Activities Fair, Hoos-Sober list, Connections , first year programs, Student Affairs nominations
Application Process
The basics: year, address, major, how you found out about it
Review questions from application/interview
How will you contribute to ADAPT?
What are you looking to get out of the group?
As a peer educator…

7. 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

8. 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

9. 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

10. 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
The model provides clear criteria for determining when a course design is good design.
The guide provides worksheets and action questions in three major phases, ultimately creating a significant learning experience.
The components of this instructional design:
analyze the situational factors,
formulate learning goals,
design feedback and assessment procedures, and
select the teaching/learning activities.
This model emphasizes the inter-relatedness of these components.

11. 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.

12. 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

13. 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
Describe the use of guest speakers – who we intentionally invite and why...
Develop relationships with administrators throughout student affairs – identify resources – encourage referral/collaboration

14. 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%)
Reaction paper topics:
AA/NA/Al-anon meeting
Professional speaker/ADAPT presentation

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.”

16. Student Perceptions of Course Significance
Learning new information about alcohol, tobacco and other drugs
Learning how to educate
Becoming an effective presenter
Allows students to correct misperceptions and provide accurate information
How to talk with people effectively
Asking open-ended questions
Body language

17. EDHS 289 Evaluation 2008 significant findings p<
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
Posttest mean = 4.75
Knowledge of UVA alcohol &
drug related resources
Pretest mean = 2.38
Posttest mean = 4.25
drug related policies
Pretest mean = 3.13
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
Posttest mean = 4.13
Include as a full page handout

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

19. 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!!!
Dept evaluation allows us to compare our student evals to the average of all Ed school class evals

20. Selling the Class To a department: To students: No cost
Facilities utilization
Trial run
To students:
Academic credit
Organizational standing
Career preparation
You’re free so it won’t cost anything to start the class
They get credit for additional classroom utilization and credit hours
Try on experimental basis for 2 semesters
To students:
Get credit for your training/involvement in the group
Strengthen standing of the organization at your school
Learn patient education skills for pre-med/nursing students

21. 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
Make time for a “re-training” retreat on 3-4 outreach topics
Presentation skills---have students video tape and evaluate each other (real peer-to-peer!)

22. 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

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

24. Questions?
Discussion