Addressing Alcohol and Other Drug Use on the University of Toledo Campus

1. Addressing Alcohol and Other Drug Use on the University of Toledo Campus Presented by: Sarah Kowalski, Shane McCrory, LeEdna Tribble, Keitha West

2. The Case Nation–Wide Drinking Problem on College Campuses Binge Drinking Alcohol Abuse/ Dependence International Intervention Programs Increase in Incidents at UT

3. Current Policy at UT The University of Toledo is committed to promoting and maintaining a work and academic environment that is free from illegal use and misuse of alcohol and drug abuse, in accordance with all federal, state, and local laws as well as the Federal Drug Free Schools and Campus Safety Regulations. The use of alcohol and illicit drugs also poses a health threat to members of the University community.

4. Current Policy at UT cont. Students and campus visitors who have attained the legal drinking age of 21 may possess and consume alcoholic beverages only at approved University functions or in residence hall rooms of students who have attained the legal drinking age. Those under 21 are not permitted to consume or possess alcoholic beverages at any time. Students, employees, and visitors are prohibited from possessing, consuming, manufacturing, dispensing, or being under the influence of illegal drugs or engaging in improper self-medication while on University property or University business. As a condition of employment, employees must abide by this policy. Employees are required to notify the Associate Vice President for Human Resources of any criminal drug statute conviction for a violation occurring in the workplace. This notification must occur within five days after the conviction. Federal law prohibits the trafficking and illegal possession of controlled substances as outlined in 21 United States Code, Sections 811 and 844.

5. Adopted Laws at UT cont. Ohio Revised Code (O.R.C.) Section 4301.63 provides that no person under the age of 21 shall purchase beer or intoxicating liquor. O.R.C. Section 4301.632 provides that no person under the age of 21 years shall order, pay for, share the cost of, or attempt to purchase any beer or intoxicating liquor or consume any beer or intoxicating liquor in any public place or private place. O.R.C. Section 4301.633 provides that no person shall knowingly furnish any false information as to the name, age, or other identification of any person under 21 years of age for the purpose of obtaining or with the intent to obtain beer or intoxicating liquor for a person under 21 years of age by purchase or as a gift. O.R.C. Section 4301.64 prohibits the consumption of any beer or intoxicating liquor in a motor vehicle.

6. UT Stats In 2008, there were 9 calls for service to the hospital due to alcohol poisoning reported In 2008, there was one drug related service called reported All 10 were hospitalized. In 2008, 80 underage alcohol consumption crimes reported 20 Open alcohol container crimes reported A record high 12 disorderly conduct crimes due to alcohol reported In 2008 65 DUI alcohol arrests, down form 109 in 2007

7. UT Stats cont. Students spend 5.5million on alcohol a year This is more than books, soda, coffee, juice, and milk combined Nation-wide, six college students will die everyday from alcohol related causes Nearly 14,000 college students die annually in accidents stemming from alcohol Students can be charged and convicted of DWI for “allowing” an intoxicated person to drive Every night from 1am-6am one in every seven drivers are legally drunk

8. Effects of Alcohol on Our Students

10. Progressive Effects of Alcohol Brain Nervous System Reproductive System Immune System Gastrointestinal System Circulatory System

11. College Students and Marijuana Use

12. Marijuana Use Cont. Marijuana is the second most frequent drug used by college students (alcohol, of course, is first). A second major problem with marijuana is called amotivational syndrome. What is Amotivational Syndrome?

13. How Students are Effected Feelings of intoxication Rapid heartbeat Dry mouth and throat Bloodshot or glassy eyes Loss of coordination or poor sense of balance Decreased reaction time Difficulty in listening or speaking Impaired or reduced short-term memory Impaired or reduced comprehension Impairments in learning and memory, perception, * problem solving, and judgment Altered sense of time Reduced ability to perform tasks requiring concentration and coordination, such as driving a car Altered motivation and cognition, making the acquisition of new information difficult Paranoia Intense anxiety or panic attacks Psychological dependence While there hasn’t been much research done to determine the specific effects of marijuana, according to the American Council for Drug Education there is growing evidence that it may adversely affect the brain, lungs, heart, and immune system. Potential long-term effects of marijuana use include: A decreased ability to learn and remember things Delay of the onset of puberty and decreased sperm production in men Disrupt the menstrual cycle and inhibit discharge of eggs from the ovaries in females Damage to the immune system Increase in cancer rates Increase in the rates of respiratory problems and disease

14. Literature Review • Scholarship on the suppression of college binge drinking and substance abuse generally falls into three main categories: • Individual Focused Prevention • Social Norms • Environmental Management

15. 1. Individual Focused Prevention • Typically designed to increase student awareness of alcohol related problems. • Three major categories of individual factors include: A. Educational/Awareness programs B. Cognitive-Behavioral Skills Based Programs C. Motivation/Feedback-Based Approaches

16. 1A. Educational/Awareness Programs • Primarily based on the assumption that students misuse alcohol or other substances due to the lack of knowledge or awareness of the risks associated with abuse. • Maddock’s 1999 meta-analysis found that these types of programs produce only small effects on behavior.

17. 1B.Cognitive-behavioral Skills Based Programs • Build upon educational or awareness approaches and incorporate information, values clarification, and normative reeducation components. • Can range from Alcohol-focused skills training to general life skills. • Several of these approaches have been associated with behavioral changes.

18. 1C. Motivational/Feedback Approaches • Uses brief individual or group motivational enhancement approaches incorporating alcohol information and personalized feedback. • A newer field that had yielded some positive results. • The challenge remains finding a way to administer these programs to large groups.

19. 2. Social Norms • Grounded in the observation that college students overestimate the number of their peers who drink heavily. • Social norms campaigns use campus based media to provide accurate information. • Studies on social norms programs show the limitations of parent, faculty, and RA norms, but show the importance of student peer norms.

20. 3. Environmental management • A broader focus on the campus and surrounding environment. • Traditional approaches accepted the world as is and teach students only to avoid its temptations. • Environmental management seeks to change the immediate campus and community environment.

21. 3. Environmental Management: Continued • Environmental management is intellectually grounded in the public health field. • Dr. John Snow • Environmental management seeks to change the mixed messages about high risk alcohol consumption in college communities that include: • Failure to check ID’s • Bar and restaurant happy hour promotions • Absence of alcohol-free social and recreational events. • Lax law enforcement

22. 3. Environmental management: Continued • Three spheres on action in which environmental change strategies can operate: • The Institute of Higher Education • The Surrounding Community • State and Federal Laws and Regulations • In order for this approach to work a participatory process that includes all major sections of the campus, the community, and the students.

23. Best practice: Current effective strategies in alcohol and other drug prevention • Evaluation of programs at similar institutions • North Dakota State University • University of Alabama • University of Central Florida

24. Campus Comparisons

25. Campus Comparisons Percentage of students: Fall 2007

26. University of Alabama • Curriculum infusion • Online learning modules • Bama-Body shop • Bama-Wellness • 70% of students reported wanting to live healthier lifestyles after completion of course post-test • Integrated into freshmen seminar • Mental health liaisons in every academic department • Utilize resource manual • Produce newsletters (Garner, Hall, Timpf, & Wilcox, 2009)

27. University of Alabama • AOD Strategic Team: 4 faculty members • Education, Environment, & Enforcement • Alcohol EDU • 2600 students elected to participate in course • Student tailgate • 400 students attended over a two hour period (200 students at pilot event) • Effort to engage students to change campus culture (Garner, Hall, Timpf, & Wilcox, 2009)

28. University of Central Florida • Responsible Retailers • Collaborative initiative between local alcohol vendors and UCF • Restricted hours of operation for bars in violation of serving underage • Over three violations in three months will result in denial of vendors license • Resulted in problem bars wanting to join initiative • Prevented targeting underage drinking by restructuring business plans • Maintain respect for local community • Open house party ordinances (Garner, Hall, Timpf, & Wilcox, 2009)

29. North Dakota State University • Club NDSU framework • Late-night, weekend programming • Held during high risk times • Initiative for culture change • Passive awareness (Vangsness, & Oster-Aaland, 2009)

30. North Dakota State University • Club NDSU • Activities for students • Prizes • On duty police • Attendance ranges from 300-1300 students • Welcome those already under the influence • Message throughout the evening (Vangsness, & Oster-Aaland, 2009)

31. North Dakota State University • Assessment of programming • Follow up survey • Attendance data gathered by ID swipe upon entrance • 89.5% of those surveyed reported alcohol is not necessary for a good time • Personal e-mail reports to student: • How much alcohol they may have consumed • The caloric value of the drinks they would have consumed • The dollar amount they may have spent • Partnerships • Campus Police, RHA, Campus Wellness, Greek Life (Vangsness, & Oster- Aaland, 2009)

32. Framework for UofA & UCF • Concentration of awareness • Move from problem focused initiatives to health focused efforts • Engage and make students aware of positive self action • Upon improvement in drinking, inform those routinely exposed to negative aspect of student drinking • Date given to those who may be predisposed to carrying on the myths of student drinking • Bystander intervention

33. Integration of Best Practices • Curriculum infusion • Studies show that students who volunteer are more likely to abstain from alcohol (Huang, DeJong, Towvim, & Schneider, 2009) • Service learning(SL) integrated into each department's curriculum • Planning for SL activities during high risk times • Promotes growth and civic responsibility as well • Requires little funding • Create a culture of healthy students • Promote benefits of healthy living • Address other areas of health concern

34. Approach to Recommendations • Three-pronged approach based on the work of Toomley and Wagenaar (2003). • Increasing adherence to minimum drinking age laws. • Reducing consumption levels and risky alcohol use among the general population. • De-emphasizing alcohol as a necessary part of college life and increase expectations about academics and citizenship.

35. Increasing Adherence to Minimum Drinking Age Laws • Forming an Alliance with local bars and liquor stores to ensure that they are serving legal aged patrons like the Responsible Retailers at the University of Central Florida. • Have Campus Newspaper print up local violators. • Get the community Block Watch organizations increasingly involved with local retailers.

36. Reducing Consumption Levels and Risky Alcohol Use • Create an information package or website to ensure responsible off-campus parties. • Can include information about local laws and possible punishments, recommendations to ensure that all guest of parties are all of legal drinking age, and that host employ bar-tenders to limit drinking. • Make all residential halls alcohol free. • Social norms campaign on campus. • Student created media contest involving the Blue Crew • Train residential advisors to correct misinformation about alcohol and substance abuse.

37. Increasing Expectations about Academics and Citizenship • Service learning. • Scheduling classes at strategic times. • Increase the visibility and authority of the alcohol and substance abuse taskforce. • Increase communication and interconnectedness among Academics Affairs, Residential Life, Student Affairs, Community Members, the Public Health Department, and Greek Life departments.

38. Reference DeJong, W., & Langford, L.M. (2002). A typology for campus-based alcohol prevention: Moving towards environmental management strategies. Journal of Studies on Alcohol 14(Suppl. 14 ), 140-147. Dejong, W., Vince-Whitman, C., Colthurst, T., Cretella, M., Gilbreath, M., Rosati, M., et al. (1998). Environmental management: A comprehensive strategy for reducing alcoholand other drug use on college campuses. Newton, MA: The Higher Education Center For Alcohol and Other Drug Prevention Education Development Center, Inc. Garner, M., Hall, T., Timpf, K., & Wilcox, D. (2009). Alcohol prevention excellence: Successful strategies from award- winning campuses. National Association for Student Personnel Administrators (NASPA) Annual Conference, March 8-11, 2009. Huang, J.-H., DeJong, W., Towvim, L.G., & Schneider, S.K. (2009). Sociodemographic and psychobehavioral characteristic of US college students who abstain from alcohol. Journal of American College Health, 57(4), 395-410. Retrieved February 28, 2009 from EBSCOhost database. Larimer, M.E., & Cronce, J.M. (2002).Identification, prevention and treatment: A review of individual-focused strategies to reduce problematic alcohol consumption by college students. Journal of Studies on Alcohol 14(Suppl. 14 ), 148-163. Perkins, H.W. (2002). Social norms and the prevention of alcohol misuse in collegiate contexts. Journal of Studies on Alcohol 14(Suppl. 14 ), 164-172. Toomey, T.L., & Wagenaar, A.C. (2002). Environmental policies to reduce college drinking: Options and research findings. Journal of Studies on Alcohol 14(Suppl. 14 ), 193-205. Vangsness, J., & Oster-Aaland, L. (2009). Assessing the effectiveness of late-night programming through direct and indirect measures. National Association for Student Personnel Administrators (NASPA) Annual Conference, Seattle, WA, March 8-11, 2009.