Give Your Peer Educators Some Credit!

1. Susie Bruce Center for Alcohol and Substance Education (CASE) (434) 924-5276 sbruce@virginia.edu www.virginia.edu/case Give Your Peer Educators Some Credit!

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

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

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

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%)

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

17. EDHS 289 Evaluation 2008significant findings p<.05scale: 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

18. EDHS 289 Evaluation 2008significant findings p<.05scale: 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!!!

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

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

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