Michael P. McNeil, MS, CHES, FACHAColumbia UniversityNASPA Alcohol & Other Drug AbuseConferenceJanuary 14, 2011
At the conclusion of the mini-institute the participant will be able to:• Describe campus specific application of research...
3
4
128 blocks   5
Introduction•   Alcohol & Other Drug Programs    • Are more than just disseminating information.    • Embraces and support...
An Exercise in Understanding•   Please take a moment and write down the single most    important AOD-related priority on c...
Background & History•   There are a number of historical factors that may be helpful    related to how we develop AOD-rela...
Establishing Priorities on CampusPriorities are determined by:• History – a program continues to exist because it has beco...
AOD Efforts in Higher EducationAs accountability in higher education moves forward, we find   ourselves in an era that req...
Let’s take a look at somestandards that support our           work.                             11
Multiple Sources•   Accreditation Association for Ambulatory Health    Care•   Council for the Advancement of Standards•  ...
Accreditation Association for      Ambulatory Health Care•   AAAHC chapter on Health Education & Health    Promotion•   Pr...
Healthy People & Healthy Campus 2020 •   Comprehensive sets of     national health objectives     for the decade •   Devel...
NIAAA   3-in-1 Framework     Individuals, Including At-Risk or Alcohol-Dependent Drinkers     Student Body as a Whole  ...
Standards of Practice      ACHA 2004           Introduction that welcomes multi-           disciplinary practitioners and ...
Standards of Practice (ACHA 2004)Philosophical foundation includes:• A broad definition of health• The connection between ...
Council for the Advancement of                Standards•   CAS Standards are widely used in student affairs to evaluate an...
Council for the Advancement of               Standards•   Framework for Assessing Learning and    Development Outcomes (FA...
Learning Domains   Cognitive complexity   Knowledge acquisition, integration, application   Humanitarianism/civic engag...
Council for the Advancement of                 Standards•   CAS Standards    • Health Promotion Programs    • Alcohol, Tob...
Linking two sources of standards                    ACHA & CAS                               FALDOs   (Frameworks for Asse...
Small Group Work•   How have you applied various standards to    support your AOD efforts on campus?•   How might you appl...
Why this matters!•   Broad context of efforts, like AOD programs in higher education, are    historically seen as auxiliar...
Gather Data                          Assess       Evaluate                       Prioritize                               ...
•   Comparison of campus data to national    data, targets, guidelines, and objectives•   Identification of focus issues a...
Identifying Data Sources•   What are the sources of data available to you?•   Examples may include:    • Clinical data (IC...
Common Data FindingsData Source                          Key FindingClinical Visits                      Upper Respiratory...
The next set of slides presents examples of how institutionshave utilized the data in a variety of settings including:•Pri...
•   88.5% of athletes reported receiving   Alcohol and other drug use                                           prevention...
EXPERIENCED                 NEGATIVE IMPACT Cold/flu/sore throat       HIV infection Stress                     Learni...
13.0%                            10.8%Hadunprotectedsex                  2.3%                            1.2%Force orthrea...
Percent responding                                                  “quite a bit” or “very much”Thinking critically or ana...
Slept to feelrested 4+ days                  <25 (all -                                                   25+ (all -  in a...
•   Correlation is not causality•   There is always much more analysis to be    done•   Final reports, including program a...
Your data?   What data is currently available on campus?   What data might you need to make a more    effective case for...
• Building support for your  efforts• Removing confusing &  uncertainty• Developing institutional  commitment             ...
•   Necessary Tools & Infrastructure    • Program format that includes data-driven decision-making    • Administrative sup...
•   What’s In It For Them?•   Supporting the Academic Mission•   National Standards & Guidelines•   Your Language or Their...
Keys to Effective Use of the Ecological                 Perspective•   Expand the focus beyond health    information and p...
•   Mission & Vision    Statements•   Measurable Learning    Outcomes•   Assessment &    Evaluation
•   Collaboration Is Key•   Partners    • Faculty    • Other Staff    • Administrators    • Community Support
•   Sharing costs for administration•   Using cost/benefit ratios in priority setting•   Planning for effective practice &...
EvaluationUnderstanding our efforts through multi-level evaluationhelps to support our mission.Efficacy is an important to...
Likeable Versus Effective•   Step One – What is your purpose/goal?•   Step Two – Is this mission driven?•   Step Three – H...
Measuring Success         Why do we evaluate          our efforts?         How do we evaluate          our efforts?
Evaluation•   Process   •   Short-term•   Impact              •   Intermediate•   Outcome              •   Long-term
•   Use to determine priorities•   Individual & campus level change (trend    analysis)•   Population change over time•   ...
Goal               Outcome                Strategy                 ActivityHow would it look   What change          What m...
Key components                             Resources, ToolsDATA                                       ACHA-NCHA, CORE, NCH...
Strategic planning &             implementation                            Problem                            analysis    ...
Implications•   There are social and political pressures from    inside the higher education community and    externally i...
Small Group Discussion•   Who are your existing allies that support    AOD programs on campus?•   Who may be a barrier to ...
What questions, comments, cares, & concerns would you like to discuss?                                       59
Accreditation Association of Ambulatory Health Care. (2004). Accreditation handbook for ambulatory health    care. Wilmett...
AcknowledgementsI would like to thank the following individuals for   helping shape the content of this presentation:Gina ...
Contact MeMichael P. McNeilDirector, Alice! Health PromotionHealth Services at Columbia212-854-5453mpmcneil@columbia.eduww...
NASPA AOD mini institute 2011
NASPA AOD mini institute 2011
NASPA AOD mini institute 2011
NASPA AOD mini institute 2011
NASPA AOD mini institute 2011
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NASPA AOD mini institute 2011

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Using Data & Standards in support of campus AOD program

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  • Where do the health issues that students are dealing with come from?Health is often considered an individual thing.What do some people think should happen to “fix student health problems?” – workshops!Why don’t workshops fix the problems?Health is more than just what we know.How many people in here “know better” when it comes to health, but do something different?
  • More undergrads are reporting receiving info from the university. Not surprising given the amount of time they spend on campus compared to most grad students.Big range by topic areaRemember that survey reports perceptionExample: NSOP
  • Health impacts students’ ability to be students.Leads us into the question of academic performance.This is a major area in which the Alice! health promotion program focuses its energy.Our mission is to explore how health impacts learning.We look at the percentage of students in the population reporting a health condition, and of that group, what percentage reported an academic impact.Frequency vs. “threat” – high/lowUse 30% as cut-off, somewhat arbitrary but reflects a “median split.”High academic impacts among some issues that affect small % of the population.Low academic impacts among some issues that affect large % of the population.Also remember that this is students’ perceptions, not necessarily reality.Colleagues in ODS would probably agree that the students they see with LD are reporting significant academic performance concerns.
  • NASPA AOD mini institute 2011

    1. 1. Michael P. McNeil, MS, CHES, FACHAColumbia UniversityNASPA Alcohol & Other Drug AbuseConferenceJanuary 14, 2011
    2. 2. At the conclusion of the mini-institute the participant will be able to:• Describe campus specific application of research and data to develop priorities• List two strategies for conducting and analyzing data on a limited budget• Identify three sources for alcohol and drug-related data and standards that supports priority development• Discuss the development and measurement of program-specific goals and objectives using national standards• Discuss the importance of data- and standards-driven decision- making for preventing and addressing alcohol and other drug prevention and intervention on campus 2
    3. 3. 3
    4. 4. 4
    5. 5. 128 blocks 5
    6. 6. Introduction• Alcohol & Other Drug Programs • Are more than just disseminating information. • Embraces and supports the mission of the college/university. • Supports students’ so they can work to achieve their personal and academic goals • Engages the whole campus • Environmental context • Improves the community in which faculty, staff and students live, work, and learn
    7. 7. An Exercise in Understanding• Please take a moment and write down the single most important AOD-related priority on campus.• In a moment we will make a list and discuss the justification for these items.
    8. 8. Background & History• There are a number of historical factors that may be helpful related to how we develop AOD-related priorities:• Clinical data and experiences• Past understanding of the issues on campus (historical records)• Crisis response• Broad-based data sources
    9. 9. Establishing Priorities on CampusPriorities are 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• 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
    10. 10. AOD Efforts in Higher EducationAs accountability in higher education moves forward, we find ourselves in an era that requires:• evidence-based• cost-effective• standards-driven• culturally competent• data-driven and research-based strategies for advancing the health of students and the well being of campus communities
    11. 11. Let’s take a look at somestandards that support our work. 11
    12. 12. Multiple Sources• Accreditation Association for Ambulatory Health Care• Council for the Advancement of Standards• Healthy People/Healthy Campus• National Institute on Alcohol Abuse and Alcoholism• Standards of Practice for Health Promotion in Higher Education (ACHA)
    13. 13. Accreditation Association for Ambulatory Health Care• AAAHC chapter on Health Education & Health Promotion• Provides limited support for health promotion including peer education and other methodologies (adjunct standard)• If you have a AAAHC accredited health center on campus then this chapter (#16) may be applicable to you
    14. 14. Healthy People & Healthy Campus 2020 • 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 14
    15. 15. NIAAA 3-in-1 Framework  Individuals, Including At-Risk or Alcohol-Dependent Drinkers  Student Body as a Whole  College and the Surrounding Community Tiers 1-4  1 = demonstrated effectiveness with college populations  2 = success with general populations and could be applied to college students  3 = promising practices that need more evaluation  4 = evidence of ineffectiveness
    16. 16. Standards of Practice ACHA 2004 Introduction that welcomes multi- disciplinary practitioners and delineates the premises that guide the Standards 16
    17. 17. Standards of Practice (ACHA 2004)Philosophical foundation includes:• A broad definition of health• The connection between individual and community health• The connection between health and social justice• The need for individual and environmental approaches• The connection of between health and learning
    18. 18. Council for the Advancement of Standards• CAS Standards are widely used in student affairs to evaluate and benchmark programs and services• Provides a tool for developing support from administrators• CAS Standards are helpful for: • Self-study • Program & Service development • Staff development • Academic preparation • Developing credibility and accountability
    19. 19. Council for the Advancement of Standards• Framework for Assessing Learning and Development Outcomes (FALDOs)• Help to develop learning outcomes for health-related programs and services• Link to the ACHA SPHPHE (Standard 1)
    20. 20. Learning Domains Cognitive complexity Knowledge acquisition, integration, application Humanitarianism/civic engagement Inter- and intra-personal competence Practical competence Persistence and academic achievement
    21. 21. Council for the Advancement of Standards• CAS Standards • Health Promotion Programs • Alcohol, Tobacco, and Other Drug Programs • Counseling Services • Clinical Health Programs • Internship Programs • Outcomes Assessment and Program Evaluation • Service-Learning Programs • Student Leadership Programs
    22. 22. Linking two sources of standards ACHA & CAS FALDOs (Frameworks for Assessing Learning and Development Outcomes) Intellectual growth Meaningful interpersonal Effective communication relationships Enhanced self-esteem Independence Realistic self-appraisal Collaboration Clarified values Social responsibility Career choices Satisfying and productive lifestyles Leadership development Appreciating diversity Healthy behavior Spiritual awareness Personal and educational goalsLinks with SPHPHE – Standard 1 – Integration with the learning mission
    23. 23. Small Group Work• How have you applied various standards to support your AOD efforts on campus?• How might you apply various standards to support your AOD efforts?• Who are your key collaborators to assist? 23
    24. 24. Why this matters!• Broad context of efforts, like AOD programs in higher education, are historically seen as auxiliary to the purpose of the institution• Health in higher education has historically focused measures of success on process instead of outcome• We have not always seized the opportunity to engage key stakeholders• 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 AOD issues in higher education• Many people come to this work from a health-related academic preparation or student development/affairs approach, potentially missing exposure to the concepts, theories, and practices of the other
    25. 25. Gather Data Assess Evaluate Prioritize Utilize Findings Implement Plan 26
    26. 26. • 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 biennial reassessment of progress towards goals
    27. 27. Identifying Data Sources• 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, CORE) • Learning & development surveys (NSSE, ESS) • Process, impact, and outcome evaluations • Community-based data (Hospitals, Retail Sales)
    28. 28. Common Data FindingsData Source Key FindingClinical Visits Upper Respiratory Infection (URI)Fiscal Expenditure AlcoholPopulation-Based Assessments AllergiesLearning & Development Assessments StressEvaluations Sexual & Reproductive HealthCommunity Data OTC & RX Drug Sales increasingSo how do we find a balance among competing topics?
    29. 29. The next set of slides presents examples of how institutionshave utilized the data in a variety of settings including:•Priority setting•Budget allocations•Administrative reporting•Target audience identification•Supplemental question development•Program development & evaluation 30
    30. 30. • 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
    31. 31. EXPERIENCED NEGATIVE IMPACT 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
    32. 32. 13.0% 10.8%Hadunprotectedsex 2.3% 1.2%Force orthreat of forceto have sex 44.1% 29.6%Forgot wherethey were orwhat they did 50.9% 37.5%Did somethingthey regretted 8.2% 4.1%Involved in afight 6.4% 2.6%Injuredanotherperson 21.1% 15.4%Physicallyinjuredas a result ofPercent of…reporting… Undergradsdrinkingalcohol Athlete Other
    33. 33. Percent responding “quite a bit” or “very much”Thinking critically or analytically 77%Learning effectively on your own 68%Acquiring a broad general education 63%Communicating effectively 59%Understanding yourself 58%Working effectively with others 55%Solving complex real-world problems 53%Understanding people of other racial and ethnic 52%backgroundsA personal code of values and ethics 40%Contributing to the welfare of your community 36%Practicing healthy behaviors 21%A deepened sense of spirituality 15%
    34. 34. Slept to feelrested 4+ days <25 (all - 25+ (all - in a week <25 school school) Test statistic p-value 25+ school school) Test statistic p-valueGroup 1 40.4 40.7 0.000 1.000 35.1 48.8 8.763 0.003Group 2 34.3 40.7 0.359 0.549 53.5 47.9 1.181 0.277Group 3 21.4 40.8 1.429 0.232 46.4 48.3 0.323 0.570Group 4 46.2 40.4 0.961 0.327 38.5 48.3 2.097 0.148Group 5 46.8 40.1 2.859 0.091 55.2 45.5 19.658 < 0.001Group 6 42.4 40.6 0.001 0.976 43.4 48.6 2.129 0.145Group 7 30.3 40.8 1.082 0.298 37.1 48.5 4.032 0.045Group 8 50.0 39.9 6.793 0.009 49.3 48.0 0.134 0.715Group 9 38.1 40.8 0.289 0.591 50.2 47.9 0.333 0.564 37
    35. 35. • Correlation is not causality• There is always much more analysis to be done• Final reports, including program and policy implications, will be completed in an ongoing basis (refer to planning cycle)
    36. 36. Your data? What data is currently available on campus? What data might you need to make a more effective case for your AOD efforts? What strategies are needed to collect AOD data? How can you make the case for gathering new (or additional) data? 39
    37. 37. • Building support for your efforts• Removing confusing & uncertainty• Developing institutional commitment 40
    38. 38. • 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
    39. 39. • What’s In It For Them?• Supporting the Academic Mission• National Standards & Guidelines• Your Language or Theirs?• Everybody’s Doing It…
    40. 40. Keys to Effective Use of the Ecological Perspective• 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
    41. 41. • Mission & Vision Statements• Measurable Learning Outcomes• Assessment & Evaluation
    42. 42. • Collaboration Is Key• Partners • Faculty • Other Staff • Administrators • Community Support
    43. 43. • Sharing costs for administration• Using cost/benefit ratios in priority setting• Planning for effective practice & accountability• Using institutional expertise & benefit • Faculty support • Student researcher • Administrative benefit & bragging 46
    44. 44. EvaluationUnderstanding our efforts through multi-level evaluationhelps to support our mission.Efficacy is an important tool to ensure we are providing thebest support to the populations we serve and ensure we areusing or limited resources in the most appropriate manner.
    45. 45. Likeable Versus Effective• Step One – What is your purpose/goal?• Step Two – Is this mission driven?• Step Three – How have you involved key stakeholders?• Step Four – How will you measure success?• Step Five – How will you ensure continued support for effective efforts?
    46. 46. Measuring Success  Why do we evaluate our efforts?  How do we evaluate our efforts?
    47. 47. Evaluation• Process • Short-term• Impact • Intermediate• Outcome • Long-term
    48. 48. • Use to determine priorities• Individual & campus level change (trend analysis)• Population change over time• Provides evidence that programs are worth the investment
    49. 49. Goal Outcome Strategy ActivityHow would it look What change What major factors What tasks will beif the outcome needs to happen, have shown completed towere achieved? and how will it be demonstrable success implement the measured? in achieving the strategy, and who desired outcome? will do them?Decrease negative Reduce by 10% the Create and enforce Implement a systemconsequences from number of policy to limit the to monitor studentalcohol use. students who are amount of alcohol drinking at university transported for consumed at university events. intoxication. events.What do you want Did it work? Did we do the right Did we doto achieve? thing? something?
    50. 50. Key components Resources, ToolsDATA ACHA-NCHA, CORE, NCHRBS, Single-issue survey, LocalWhat data do we need, and how will we survey, Environmental scan, Interviews, Focus groupsgather it?STANDARDS SPHPHE, CAS, CHES, Literature reviews, Best practicesHow do we know what we’re doing willwork?PRIORITIES Mission, vision, values, learning outcomesHow do we decide what to do? HC 2020 Biggest or smallest problem Easiest or most difficult strategiesCOLLABORATION Formal and informal coalitions, committees, work groupsWith whom will we work?CULTURAL COMPETENCE DemographicsWho are the populations whose health and Cultural, social, economic, political characteristicslearning we are supporting? Best practicesPROFESSIONAL DEVELOPMENT Ongoing performance planning and reviewWhat skills and talents are needed to Trainingachieve the goals? Assessing fit Talents/strengths/personality inventories
    51. 51. Strategic planning & implementation Problem analysis Goals, object Do it again ives Evaluate: AOD Desiredprocess, impact, o outcomes utcome Programs Implement Go to the strategies w/ literature coalition Select appropriate strategies
    52. 52. 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.
    53. 53. Small Group Discussion• Who are your existing allies that support AOD programs on campus?• Who may be a barrier to improving your AOD efforts on campus?• How can you build the support needed to develop a well integrated and evidence- based AOD program on campus? 58
    54. 54. What questions, comments, cares, & concerns would you like to discuss? 59
    55. 55. Accreditation Association of Ambulatory Health Care. (2004). Accreditation handbook for ambulatory health care. Wilmette, IL: Author.American College Health Association (2005). Standards of practice for health promotion in higher education. Baltimore, MD: Author.American College Health Association. (2006). Vision Into Action. Baltimore, MD: Author.Council for the Advancement of Standards in Higher Education. (2006). CAS professional standards for higher education 6th ed. Washington, DC: Author.National Association for Student Personnel Administrators. Leadership for a healthy campus: an ecological approach for student success. Retrieved from naspa-sql.naspa.org/help/archives/docs/EcologyBooklet.pdfNIAAA. (n.d.). Preventing Alcohol-Related Problems on College Campuses—Summary of the Final Report of the NIAAA Task Force on College Drinking. Retrieved from http://pubs.niaaa.nih.gov/publications/arh284/249- 251.htm 60
    56. 56. AcknowledgementsI would like to thank the following individuals for helping shape the content of this presentation:Gina Abrams, Princeton UniversityPat Fabiano, Western Washington UniversityRichard Keeling, Keeling & AssociatesMelissa Kenzig, Columbia UniversitySarah Mart, Marin InstituteKaren Moses, Arizona State UniversityRay Quirolgico, University of San FranciscoJason Robertson, U. of N. Carolina - GreensboroPaula Swinford, University of Southern California
    57. 57. Contact MeMichael P. McNeilDirector, Alice! Health PromotionHealth Services at Columbia212-854-5453mpmcneil@columbia.eduwww.alice.columbia.edu

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