1. Michael P. McNeil, MS, CHES, FACHA
Columbia University
ACHA Annual Meeting
June 2, 2011

2. Participants should be able to:
1. Describe the rationale for collecting campus-specific
violence-related data.
2. Identify potential tools for collecting campus violence-
related data.
3. List two strategies for conducting and analyzing data
on a limited budget.
4. Discuss the importance of data-driven decision-
making for preventing and addressing violence on
campus.
McNeil, M. ACHA Annual Meeting June 2, 2011 2

3. • Violence Prevention and Response Programs
• Are more than just disseminating information.
• Embraces and supports the mission of the institution.
• Supports students’ so they can work to achieve their
personal and academic goals
• Engage the whole campus
• Environmental context
• Improves the community in which faculty, staff and students live,
work, and learn
McNeil, M. ACHA Annual Meeting June 2, 2011

4. • Please take a moment and write down the single
most important violence-related priority on
campus.
• In a moment we will share a couple of examples and
discuss the justification for these items.
McNeil, M. ACHA Annual Meeting June 2, 2011

5. There are a number of historical factors that may be helpful
related to how we develop violence prevention- and
response-related priorities:
• Clinical data and experiences
• Past understanding of the issues on campus (historical
records)
• Crisis response
• Broad-based data sources
McNeil, M. ACHA Annual Meeting June 2, 2011

6. Priorities may be determined by:
• History – a program continues to exist because it has become core to the
unit operations
• Perception – a stated need that may not be supported by other data
(includes emergent needs and anticipated needs)
• Directives – a mandate given from a source of authority to provide a
program or service (e.g. Cleary Act, Title IX)
• 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
• Higher-Level Impact – some priority issues cannot be justified with process
measures as the true impact is often unknown or under reported.
• Data-Driven Decisions – quantitative or qualitative data that support
priorities
McNeil, M. ACHA Annual Meeting June 2, 2011

7. As accountability in higher education moves forward, we find ourselves in
an era that requires:
• evidence- and theory-informed practice
• cost-effectiveness
• standards-driven
• culturally competent
• data-driven and research-informed strategies for advancing the health
of students and the well being of campus communities
McNeil, M. ACHA Annual Meeting June 2, 2011

8. • Comprehensive sets of
national health objectives
for the decade
• Developed by a
collaborative process
• Designed to measure
progress over time
• Public and college health
documents
• part strategic plan
• part textbook
• on national and college
health priorities
McNeil, M. ACHA Annual Meeting June 2, 2011 8

9.  A number of Healthy People 2020 objectives
support our violence prevention work
 IVP-33 Reduce physical assaults
 IVP-39 (developmental) Reduce violence by
current or former intimate partners
 IVP-40 (developmental) Reduce sexual violence
 IVP-41 Reduce nonfatal intentional self-harm
injuries
http://www.healthypeople.gov/2020/topicsobjectives2020/objectiveslist.aspx?topicId=24
McNeil, M. ACHA Annual Meeting June 2, 2011

11. • Broad context of efforts, like violence prevention programs in higher
education, are historically seen as auxiliary to the purpose of the
institution
• Health in higher education has historically focused success measures on
process instead of outcome
• We have not always seized the opportunity to engage key stakeholders
• To improve our self-advocacy with regard to a mission-driven purpose
• Be sure to recognize that classroom learning is only part of the
institutional mission
• We’ve not fully embraced student development and human development
theories that complement the work of addressing violence prevention
issues in higher education
• Many people come to this work from a single academic preparation
program or philosophical approach, potentially missing exposure to the
concepts, theories, and practices of the other
McNeil, M. ACHA Annual Meeting June 2, 2011

12. Gather Data
Assess
Evaluate Prioritize
Utilize Findings
Implement Plan
McNeil, M. ACHA Annual Meeting June 2, 2011 12

13. • Comparison of campus data to national data,
targets, guidelines, and objectives
• Identification of focus issues and goals
• Creation of a strategic plan based on best
practices in the field
• Creation of programs targeting identified
behaviors/practices by students
• Implementation of plan
• Continued ongoing reassessment of progress
towards goals & objectives
McNeil, M. ACHA Annual Meeting June 2, 2011

14. • What are the sources of data available to you?
• Examples may include:
• Clinical data (ICD-9 codes, Dx numbers)
• Fiscal expenditure data
• Population-based assessments (ACHA-NCHA)
• Campus-specific surveys, focus groups, etc.
• Learning & development surveys (NSSE, ESS)
• Process, impact, and outcome evaluations
• Community-based data (Hospitals)
McNeil, M. ACHA Annual Meeting June 2, 2011

15. Data Source Key Finding
Clinical Visits Upper Respiratory Infection (URI)
Fiscal Expenditure Alcohol
Population-Based Assessments Allergies
Learning & Development Assessments Stress
Evaluations Sexual & Reproductive Health
Community Data OTC & RX Drug Sales increasing
So how do we find a balance among competing topics?
McNeil, M. ACHA Annual Meeting June 2, 2011

16. The next set of slides presents examples of how institutions
have utilized data in a variety of settings including:
•Priority setting
•Budget allocations
•Administrative reporting
•Target audience identification
•Program development & evaluation
16

17. • 88.5% of athletes reported receiving Alcohol and other drug use
prevention
information on one or more health AIDS or HIV infection
prevention
topics from the University. Dietary behaviors and
nutrition
Injury prevention and safety
• Alcohol and other drug use
prevention and sexual Physical activity and fitness
assault/relationship violence Pregnancy prevention
Sexual assault/relationship
prevention were the highest violence prevention
Sexually transmitted disease
reported categories for both (STD) prevention
Suicide prevention
populations. Tobacco use prevention
Violence prevention
McNeil, M. ACHA Annual Meeting June 2, 2011

18. XYZ University
Undergraduate Graduate
Sexual assault/relationship
62.4 25.8
violence prevention
Suicide prevention 27.7 13.1
Violence prevention 25.0 15.0
Summary:
We seem to be doing a much better job of reaching our undergraduates with health
information. We also seem to do the best with information on preventing sexual assault
and relationship violence.
Women reporting receiving information at higher rates than men (table not show).
Suggests that we need to increase our efforts to engage men with violence prevention
efforts.
McNeil, M. ACHA Annual Meeting June 2, 2011 18

19. XYZ University
FEMALE MALE
Completely Familiar 2 3
Somewhat Familiar 22 21
Somewhat Unfamiliar 27 28
Completely Unfamiliar 45 39
No Answer Provided 5 9
Summary:
Generally speaking students are not familiar with campus policy. Efforts to increase
familiarity are needed.
McNeil, M. ACHA Annual Meeting June 2, 2011

20. XYZ University
FEMALE MALE
Concerns about confidentiality 30 37
Concerns about not being believed 19 27
Concerns about reputation of another 20 13
Concerns about reputation of self 36 27
Concerns about the matter not being taken seriously 22 36
Don’t know enough about the procedure 58 49
Fear of retaliation 22 13
Feeling responsible / blaming self 20 10
Other 22 24
Summary:
Generally speaking students are unlikely to file a complaint because of lack of knowledge
about the process and concerns of confidentiality, reputation, and seriousness.
McNeil, M. ACHA Annual Meeting June 2, 2011

21. XYZ University National Sample
UNDERGRADUATE GRADUATE
Male Female Male Female Male Female
On campus (daytime) 99.0 99.5 99.3 99.2 87.9 83.7
On campus (nighttime) 96.5 92.9 92.3 83.0 51.3 23.5
Surrounding neighborhood
(daytime) 97.7 96.6 95.3 92.7 58.2 49.4
Surrounding neighborhood
(nighttime) 73.0 60.2 64.1 49.1 27.1 10.7
Summary:
Generally speaking students feel safe on and near campus. Some efforts to address
nighttime safety in the neighborhood are indicated.
An opportunity to promote the positive!
McNeil, M. ACHA Annual Meeting June 2, 2011

22. EXPERIENCED (top 5) NEGATIVE IMPACT (top 5)
 Cold/flu/sore throat  HIV infection
 Stress  Learning disability
 Alcohol use  ADD
 Concern for a troubled  Depression/anxiety/
friend or family seasonal affective
member disorder
 Relationship difficulty  Mononucleosis
Where is the violence prevention and response connection?
McNeil, M. ACHA Annual Meeting June 2, 2011

23. ACHA-NCHA Data Q45
100
90
Percent of Those Experiencing Condition
80
70
with Academic Impact
60 Learning Disability Deficit Disorder
Attention Depression/Anxiety
Disorder/Seasonal Affective
Disorder
50
Pregnancy (self or partner)
Sleep Difficulties
40 Relationship Difficulty
Stress
Internet Use/ Computer GamesCold/Flu/Sore throat
Mononucleosis Death of friend/family
Sinus Infection/Ear
30 Chronic illness Infection/Bronchitis/ Strep
Eating Disorder/Problem Concern for friend/family
Throat
Assault (sexual)
Chronic pain
20 Injury
Sexually Transmitted Disease
Drug Use
10 HIV Infection Allergies Alcohol Use
Assault (physical)
0
0 10 20 30 40 50 60 70 80 90 100
Percent in Population Experiencing Condition
McNeil, M. ACHA Annual Meeting June 2, 2011

24. XYZ University
Undergraduate Graduate
Of those Of those
experiencing experiencing
Experienced Experienced
… had an … had an
… in last year … in last year
academic academic
impact* impact*
Assault
3.2 23.3 1.9 17.6
(Physical)
Assault
3.4 21.1 1.5 24.3
(Sexual)
*A negative academic impact is defined as receiving a lower grade on an exam or
project, receiving a lower grade in a course, receiving an incomplete or dropping a
course, or significant disruption in thesis, dissertation, research or practicum work.
McNeil, M. ACHA Annual Meeting June 2, 2011 24

25.  Using frequency numbers it will be hard to justify the
need for violence prevention efforts on campus.
 Using links with academic impact can show the level
of impact that violence has on the students
 Interferes with the achievement of personal and academic
goals
 Linking with academics connects to the core mission of an
institution
▪ ACHA Standards of Practice for Health Promotion in Higher
Education
▪ CAS Standards
McNeil, M. ACHA Annual Meeting June 2, 2011 25

26. XYZ University National Sample
UNDERGRADUATE GRADUATE
Male Female Male Female Male Female
A physical fight 8.5 2.5 3.1 1.3 12.9 4.2
Being physically assaulted (non-
5.4 2.8 3.3 1.9 6.3 3.6
sexually)
Verbal threats 21.8 13.0 15.4 10.1 29.1 17.0
Sexual touching without consent
2.9 9.3 1.7 3.8 3.9 7.8
Attempted sexual penetration
0.9 3.0 0.3 1.3 0.8 3.2
without consent
Sexual penetration without
0.5 1.8 0.3 0.6 0.6 1.7
consent
An emotionally abusive
5.0 7.9 6.7 7.6 7.7 11.3
relationship
A physically abusive relationship
1.4 1.7 1.6 1.1 2.4 2.3
A sexually abusive relationship
0.9 1.6 0.3 1.2 0.9 1.9
Victim of stalking 3.0 7.9 1.8 4.7 4.0 7.9
McNeil, M. ACHA Annual Meeting June 2, 2011

27. XYZ University National Sample
UNDERGRADUATE GRADUATE
Male Female Male Female Male Female
A physical fight 8.5 2.5 3.1 1.3 12.9 4.2
Being physically assaulted (non-
5.4 2.8 3.3 1.9 6.3 3.6
sexually)
Verbal threats 21.8 13.0 15.4 10.1 29.1 17.0
Sexual touching without consent
2.9 9.3 1.7 3.8 3.9 7.8
Attempted sexual penetration
0.9 3.0 0.3 1.3 0.8 3.2
without consent
Sexual penetration without
0.5 1.8 0.3 0.6 0.6 1.7
consent
An emotionally abusive
5.0 7.9 6.7 7.6 7.7 11.3
relationship
A physically abusive relationship
1.4 1.7 1.6 1.1 2.4 2.3
A sexually abusive relationship
0.9 1.6 0.3 1.2 0.9 1.9
Victim of stalking 3.0 7.9 1.8 4.7 4.0 7.9
McNeil, M. ACHA Annual Meeting June 2, 2011

28.  Undergraduates are more likely to report having
experienced the following compared to graduate
students at the institution
 1.7 times more likely to report physical assault
 2.3 times more likely to report sexual assault
 This suggests that we should focus more of our
violence prevention efforts on the undergraduate
population
Used logistic regression to determine odds for categorical variables. Both are statistically significant (p<.05).
McNeil, M. ACHA Annual Meeting June 2, 2011 28

29.  Of those that reported experiencing sexual assault
 No statistically significant differences were found by
ethnicity
 No statistically significant differences were found by age
 Suggests that we should not focus our violence
prevention efforts based on ethnicity or age, but
rather use other measure for targeted or indicated
prevention.
McNeil, M. ACHA Annual Meeting June 2, 2011 29

30. XYZ University National
The percentage of students
Sample
reporting intimate
relationships as traumatic
or very difficult to handle
within the last 12 months UNDERGRADUATE GRADUATE
Intimate relationships 33.5 32.9 33.2
Summary:
Relationship difficulties are being experienced by about one third of the students at XYZ
University. As a result, the campus may wish to conduct qualitative data gathering to
understand what types of intimate relationships, sources of difficulty, and resources that
would assist students.
McNeil, M. ACHA Annual Meeting June 2, 2011

31. McNeil, M. ACHA Annual Meeting June 2, 2011

32. injured
Physically
person
another
Injured
fight
Involved in a
regretted
they
something
Did
they did
were or what
where they
Forgot
sex
force to have
threat of
Force or
Percent of…
reporting… as a
result of
drinking
alcohol
Athlete 21.1% 6.4% 8.2% 50.9% 44.1% 2.3%
Other
15.4% 2.6% 4.1% 37.5% 29.6% 1.2%
Undergrads
Summary:
Because a relationship between alcohol and violence is well established and athletes are
perceived to engage in both higher levels of alcohol consumption and risky behavior, an
analysis was conducted to compare athletes with non-athlete undergraduates.
Athletes reported experiencing violence-related consequences of alcohol at higher rates
than non-athlete undergraduates. Suggests that additional work related to preventing
consequences of alcohol consumption are indicated with athletes on this campus.
McNeil, M. ACHA Annual Meeting June 2, 2011

33. • Correlation is not causality
• There are always more analyses to be done
• Final reports, including program and policy
implications, should be completed in an
ongoing basis (refer to planning cycle)
McNeil, M. ACHA Annual Meeting June 2, 2011

34.  What data is currently available on campus?
 What data might you need to make a more
effective case for your violence prevention and
response efforts?
 What strategies are needed to collect violence
prevention and response data?
 How can you make the case for gathering new (or
additional) data?
McNeil, M. ACHA Annual Meeting June 2, 2011 34

35. • Build support for your efforts
• Removes confusion &
uncertainty
• Supports institutional
commitment
35

36. • Necessary Tools & Infrastructure
• Program format that includes data-driven
decision-making
• Administrative support
• Ongoing funding
• Models & theories rely on data
"If the only tool you have is a hammer, you will see every problem as a nail.“
- A. Maslow
McNeil, M. ACHA Annual Meeting June 2, 2011

37. • What’s In It For Them?
• Supporting the Academic Mission
• National Standards & Guidelines
• Your Language or Theirs?
• Everybody’s Doing It…
McNeil, M. ACHA Annual Meeting June 2, 2011

38. • Expand the focus beyond
health information and
programming
• Integrate responsibility for
health across student affairs
and academic units
• Provide supportive
environments and reduce
barriers to optimal outcomes
• Promote leadership and
involvement by multiple
partners
McNeil, M. ACHA Annual Meeting June 2, 2011

39. Mission &
Vision
Statements
Adequate Population-
Budget Based Data
Violence
Prevention
& Response
Measurable Programs Institutional
Learning
Support
Outcomes
Assessment
& Evaluation
Data
McNeil, M. ACHA Annual Meeting June 2, 2011

40. • Collaboration Is Key
• Partners
• Students
• Faculty
• Other Staff
• Administrators
• Community Support
McNeil, M. ACHA Annual Meeting June 2, 2011

41. • Sharing costs for collecting and analyzing
data
• Using cost/benefit ratios in priority setting
• Planning for effective practice &
accountability
• Using institutional expertise
• Faculty support
• Student researcher(s)
• Office of Institutional Research
McNeil, M. ACHA Annual Meeting June 2, 2011 41

42. Understanding our efforts through multi-level
evaluation helps to support our mission.
Efficacy is an important tool to ensure we are
providing the best support to the populations we
serve and ensure we are using our limited
resources in the most appropriate manner.

43. What is your purpose/goal?
How does this support the mission?
How have you involved key stakeholders?
How will you measure success?
How will you ensure continued support?
McNeil, M. ACHA Annual Meeting June 2, 2011

44. • Process • Short-term
• Impact
• Intermediate
• Outcome
• Long-term
McNeil, M. ACHA Annual Meeting June 2, 2011

45. • Use to determine priorities
• Individual & campus level change (trend
analysis)
• Population change over time
• Provides evidence that programs are worth
the investment
McNeil, M. ACHA Annual Meeting June 2, 2011

46. Goal Outcome Strategy Activity
How would it look What change What major factors What tasks will be
if the outcome needs to happen, have shown completed to
were achieved? and how will it be demonstrable success implement the
measured? in achieving the strategy, and who
desired outcome? will do them?
Decrease number Reduce by 10% the Create and enforce Implement a system
of students number of policy on sexual assault to monitor reports of
reporting students who among members of the sexual violence.
experiencing report university community.
sexual violence. experiencing
sexual violence.
What do you want Did it work? Did we do the right Did we do
to achieve? thing? something?
McNeil, M. ACHA Annual Meeting June 2, 2011

47.  Why do we evaluate our efforts?
 How do we evaluate our efforts?
 Do we evaluate for process, impact,
outcome?
 How does our evaluation guide our
future efforts?
McNeil, M. ACHA Annual Meeting June 2, 2011

48. Key components Resources, Tools
DATA ACHA-NCHA, CORE, NCHRBS, Single-issue survey, Local
What data do we need, and how will we survey, Environmental scan, Interviews, Focus groups
gather it?
STANDARDS SPHPHE, CAS, CHES, Literature reviews, Best practices
How do we know what we’re doing will
work?
PRIORITIES Mission, vision, values, learning outcomes
How do we decide what to do? HC 2020
Biggest or smallest problem
Easiest or most difficult strategies
COLLABORATION Formal and informal coalitions, committees, work groups
With whom will we work?
CULTURAL COMPETENCE Demographics
Who are the populations whose health and Cultural, social, economic, political characteristics
learning we are supporting? Best practices
PROFESSIONAL DEVELOPMENT Ongoing performance planning and review
What skills and talents are needed to Training
achieve the goals? Assessing fit
Talents/strengths/personality inventories
McNeil, M. ACHA Annual Meeting June 2, 2011

49. Problem
analysis
Goals,
Do it again
objectives
Evaluate: process, Violence
Desired
impact, outcome
outcomes
Prevention
Implement Go to the
strategies w/ literature
coalition
Select
appropriate
strategies
McNeil, M. ACHA Annual Meeting June 2, 2011

50. Implications
• There are social and political pressures from
inside the higher education community and
externally in governmental systems to push
for new measures of student learning and
accountability in higher education (Guskin &
Marcy, 2002).
• We are the current and future leaders. As
such, we have a responsibility to create the
highest level systems to support students in
the achievement of their personal and
academic goals.
McNeil, M. ACHA Annual Meeting June 2, 2011

51. • Who are your existing allies that support violence
prevention and response programs on campus?
• What barriers need to be addressed to improving your
violence prevention and response efforts on campus?
• How can you use data to build the support needed for
a well integrated and evidence-informed violence
prevention and response program on campus?
McNeil, M. ACHA Annual Meeting June 2, 2011 51

52. What questions, comments, cares, &
concerns would you like to discuss?
McNeil, M. ACHA Annual Meeting June 2, 2011 52

53. Michael P. McNeil
Director, Alice! Health Promotion
Health Services at Columbia
mpmcneil@columbia.edu
212-854-5453
www.alice.columbia.edu
This presentation will be available from the For Health Promotion
Professionals section of the Alice! website next week.
McNeil, M. ACHA Annual Meeting June 2, 2011