1. Give Your Peer Educators Some Credit! Paige Hawkins, Susie Bruce, & Samantha Berbert Center for Alcohol and Substance Education (434) 924-5276 hawkins@virginia.edu sbruce@virginia.edu hsb6a@virginia.edu

2. Alcohol and Drug Abuse Prevention Team (ADAPT) Mission: ADAPT is dedicated to addressing the issues of alcohol and other drug abuse in the University of Virginia 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.

3. ADAPT Projects SAAW (Substance Abuse Awareness Week) –4 th Year 5K –Speaker –Movie and Discussion –Tailgating prior to last home game HOOS Sober 21 st Birthday Cards Foxfield Spring Races Educational Programs

4. ADAPT Member Selection Completely student run Potential members complete written application and interview process Group selects 7-10 members each fall in time for students to register for spring training class

5. 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 fall 2001 retreat Contacted School of Education in summer 2002 –Chair of the Human Service Department

6. 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 One credit class = 15 contact hours

7. 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

8. Course Description Peer Alcohol Education (EDHS 289) is a specialized training course for students selected to become Alcohol and Drug Abuse Prevention Team (ADAPT) Peer Educators. This class focuses on knowledge, skills and application of college alcohol issues including health promotion theory and alcohol and 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 an acceptable grade of B or better to become a member of ADAPT.

9. Course Objectives At the end of this course, students will… Understand health promotion theories Understand principles of program evaluation Know how to appropriately assist and refer students with alcohol and/or other drug concerns 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

10. ADAPT Course Content Class meets weekly for 1 hour, 45 minutes –Health Promotion Theory (stages of change, social norming) –ACOA and Recovery –Tobacco Research and Risks –Facilitation/presentation skills –Listening, communicating, confrontation and referral skills –Cultural competence –UVA policy and resources

11. ADAPT Course Requirements Attendance/participation (20% of total grade) 3 reaction papers (15%) 2 midterm exams (20%) In-class presentation (10%) Develop and present an educational program to a peer group (20%) Final reflection paper (15%)

12. Student Reactions “ I have found this course to be incredibly enlightening and pertinent to my life as a UVA 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.”

13. Student Perceptions of Course Significance Learning new information about ATOD Learning how to educate Becoming an effective presenter

14. EDHS 289 Evaluation 2006 (significant findings p<.05)

16. 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!!!

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

18. New Directions Increase to 3 credit course Cultural competency Ongoing training Presentation skills enhancement