This document provides a summary of data from AlcoholEdu for College, an online alcohol prevention program, at a university. Key findings include:
- The most common risky drinking behaviors reported by students were pregaming and doing shots. The most common negative consequences were hangovers and blacking out.
- 16% of students reported high-risk drinking. 30% of students felt the course prepared them to make responsible decisions about alcohol.
- Knowledge increased from 75% correct on the pre-assessment to 88% on the post-assessment. Behavioral intentions like reducing drinks and drinking frequency also increased after the course.
- The most common location for student drinking was off-campus residences.
Directors Meeting - March 9, 2021
Division of Student Affairs and Academic Support
"Substance Misuse, Enforcement and Retention," presented by Aimee Hourigan, director, Substance Abuse Prevention and Education
"Experience by Design," presented by Amber Fallucca, director of the Quality Enhancement Plan, and Lara Ducate, faculty executive director, Center for Integrative and Experiential Learning
Remarks and Updates
Dennis Pruitt, Vice President for Student Affairs
Directors Meeting - March 9, 2021
Division of Student Affairs and Academic Support
"Substance Misuse, Enforcement and Retention," presented by Aimee Hourigan, director, Substance Abuse Prevention and Education
"Experience by Design," presented by Amber Fallucca, director of the Quality Enhancement Plan, and Lara Ducate, faculty executive director, Center for Integrative and Experiential Learning
Remarks and Updates
Dennis Pruitt, Vice President for Student Affairs
Georgia State School of Public Health Ph.D. student Jamal Jones discussed his research into condom use among young, black men during the APHA 2016 annual meeting in Denver. This is his presentation.
Georgia State School of Public Health Ph.D. student Rachel Culbreth discussed her research into HIV and other diseases among young people living in slum communities in Kampala, Uganda, during the APHA 2016 annual meeting in Denver. This is her presentation.
6 things for the Education Select Committee to think aboutAndrew Brown
The Education Select Committee of the UK House of Commons are undertaking an inquiry into the mental health and wellbeing of children in the looked after system. Here are 6 things they should know...
John de Wit, (NCHSR) argues that strengthening HIV prevention approaches will benefit significantly from drawing on behaviour change science. This presentation was given at the AFAO/NAPWA Gay Men's HIV Health Promotion Conference in May 2012.
Hampson, D.I., Ferrini, S., Turner, R. Kerry. (2018). “Combining respondents’ subjective preferences with their willingness to pay for river water improvements”, paper presented at the UK Network of Environmental Economists (UKNEE): Applied Environmental Economics Annual Conference (ENVECON), 9 March 2018, The Royal Society, London.
Public perceptions of the complex issues surrounding natural capital management and ecosystems services are frequently overlooked. We demonstrate an innovative mixed-methods experimental design strategy that quantitatively integrates respondents’ highly qualitative subjective psychological preferences into stated preference choice analysis. Our results suggest that subjectivity causes significant differences in respondents’ choice behaviour.
A study which chillingly lays bare the “public health crisis” that arose over a decade in the United States because of excessive alcohol consumption has received severe criticism for relying on comprised data to arrive at that conclusion. It has been criticized by some experts and the Distilled Spirits Council (DSC) for being less consistent, and for not including young adults aged below 18 years, who are increasingly taking to alcohol in America.
Substance Abuse among Adolescents: 1. Prevalence and Patterns of Alcohol Use ...iosrphr_editor
The IOSR Journal of Pharmacy (IOSRPHR) is an open access online & offline peer reviewed international journal, which publishes innovative research papers, reviews, mini-reviews, short communications and notes dealing with Pharmaceutical Sciences( Pharmaceutical Technology, Pharmaceutics, Biopharmaceutics, Pharmacokinetics, Pharmaceutical/Medicinal Chemistry, Computational Chemistry and Molecular Drug Design, Pharmacognosy & Phytochemistry, Pharmacology, Pharmaceutical Analysis, Pharmacy Practice, Clinical and Hospital Pharmacy, Cell Biology, Genomics and Proteomics, Pharmacogenomics, Bioinformatics and Biotechnology of Pharmaceutical Interest........more details on Aim & Scope).
Georgia State School of Public Health Ph.D. student Jamal Jones discussed his research into condom use among young, black men during the APHA 2016 annual meeting in Denver. This is his presentation.
Georgia State School of Public Health Ph.D. student Rachel Culbreth discussed her research into HIV and other diseases among young people living in slum communities in Kampala, Uganda, during the APHA 2016 annual meeting in Denver. This is her presentation.
6 things for the Education Select Committee to think aboutAndrew Brown
The Education Select Committee of the UK House of Commons are undertaking an inquiry into the mental health and wellbeing of children in the looked after system. Here are 6 things they should know...
John de Wit, (NCHSR) argues that strengthening HIV prevention approaches will benefit significantly from drawing on behaviour change science. This presentation was given at the AFAO/NAPWA Gay Men's HIV Health Promotion Conference in May 2012.
Hampson, D.I., Ferrini, S., Turner, R. Kerry. (2018). “Combining respondents’ subjective preferences with their willingness to pay for river water improvements”, paper presented at the UK Network of Environmental Economists (UKNEE): Applied Environmental Economics Annual Conference (ENVECON), 9 March 2018, The Royal Society, London.
Public perceptions of the complex issues surrounding natural capital management and ecosystems services are frequently overlooked. We demonstrate an innovative mixed-methods experimental design strategy that quantitatively integrates respondents’ highly qualitative subjective psychological preferences into stated preference choice analysis. Our results suggest that subjectivity causes significant differences in respondents’ choice behaviour.
A study which chillingly lays bare the “public health crisis” that arose over a decade in the United States because of excessive alcohol consumption has received severe criticism for relying on comprised data to arrive at that conclusion. It has been criticized by some experts and the Distilled Spirits Council (DSC) for being less consistent, and for not including young adults aged below 18 years, who are increasingly taking to alcohol in America.
Substance Abuse among Adolescents: 1. Prevalence and Patterns of Alcohol Use ...iosrphr_editor
The IOSR Journal of Pharmacy (IOSRPHR) is an open access online & offline peer reviewed international journal, which publishes innovative research papers, reviews, mini-reviews, short communications and notes dealing with Pharmaceutical Sciences( Pharmaceutical Technology, Pharmaceutics, Biopharmaceutics, Pharmacokinetics, Pharmaceutical/Medicinal Chemistry, Computational Chemistry and Molecular Drug Design, Pharmacognosy & Phytochemistry, Pharmacology, Pharmaceutical Analysis, Pharmacy Practice, Clinical and Hospital Pharmacy, Cell Biology, Genomics and Proteomics, Pharmacogenomics, Bioinformatics and Biotechnology of Pharmaceutical Interest........more details on Aim & Scope).
Moderate alcohol consumption as risk factor for adverse brain outcomes and co...BARRY STANLEY 2 fasd
Recent longitudinal study. No mention of fasd or prenatal / pre conceptual alcohol consumption.
If the conclusions are correct how much more do they apply to the fetus, newborn and adolescent/
Breakthrough Strategies in Prevention Education: The Intersection of Alcohol ...Maria Candelaria
Get an overview of the most current research exploring the nexus between alcohol use and sexual assault, and consideration of the impact on those who commit, experience, or witness harm. Our presenters will share practical approaches for strengthening your strategic prevention plan through spotlights on successful interventions.
Learn how marijuana, prescription drugs, and high-risk drinking pose significant prevention and policy challenges that must be balanced alongside strategies to engage growing abstainer and recovery communities.
Measuring Drug and Alcohol Use AmongCollege Student-AthletesAbramMartino96
Measuring Drug and Alcohol Use Among
College Student-Athletes∗
James N. Druckman, Northwestern University
Mauro Gilli, Northwestern University
Samara Klar, University of Arizona
Joshua Robison, Aahus University
Objective. Few issues in athletics today receive more attention than drug and alcohol usage, especially
when it comes to college athletics. We seek to address self-report biases related to drug usage and
heavy drinking. Methods. We employ an experimental measurement technique. Results. Our results
suggest that a greater percentage of student-athletes from a major conference knowingly engage in
these two behaviors than self-reports indicate. Specifically, we find 37 percent of respondents seem
to have taken banned performance-enhancing drugs (compared to 4.9 percent who directly admit
to doing so when asked), and 46 percent seem to have consumed more than five drinks in a week
(compared to about 3 percent who openly admit to doing so). Conclusions. We provide evidence for
the extent of self-underreporting when it comes to drug and alcohol usage among college athletes.
That said, future work is needed to accurately pinpoint specific substances and the frequency with
which they are taken; for example, it could be the percentage of individuals using banned substances
stems from consuming significant concentrations of caffeine (e.g., multiple cups of coffee).
Drug and alcohol use by college students is a frequently debated and often controversial
topic. This subject has received particular attention when it comes to student-athletes.
Evidence of the importance of assessing drug and alcohol usage among student-athletes
is exemplified by a 2012 National Collegiate Athletic Association (NCAA) report whose
“primary objective [was] to update NCAA policy makers with both current and historical
information concerning levels of drug and alcohol use by student-athletes within college
athletics” (2012: 4). In this article, we employ an experimental technique that allows us
to offer a more accurate assessment of usage than extant studies provide. We begin in the
next section with a literature review that leads us to an explication of our approach. We
then present results from our survey. Our evidence demonstrates that the commonly used
self-report method for estimating drug and alcohol use found in existing studies, including
in the aforementioned NCAA report, seem to understate usage.
The Challenge of Measuring Drug and Alcohol Usage
To our knowledge, there is surprisingly little written on drug use among college student-
athletes and, when it comes to student-athletes’ own input on this controversial issue,
∗Direct correspondence to James N. Druckman, Department of Political Science, Northwestern
University, Scott Hall, 601 University Place, Evanston, IL 60208 〈[email protected]〉. All
data and coding for replication purposes are available at James N. Druckman’s professional webpage
〈http://faculty.wcas.northwestern.edu/�jnd260/publications. ...
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
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3. Highlights from Your Data
The following are based on responses provided by your students in Survey 3 (n=3000):
The most common drinking-related risk behaviors that your students engage in are pregaming and doing shots.
Two of the most frequently reported negative consequences of drinking are hangovers and blacking out.
Students reported that some of the most important reasons not to drink are because I'm going to drive and that I have other
things to do.
of your students reported drinking in a high risk way, when measured midway through the
fall term (Survey3,n=3000).
of your students, after completing AlcoholEdu for College (Survey 2, n=3200), reported that
the course prepared them to make responsible decisions about drinking.93%
of your students reported not drinking in the past two weeks, with 33% indicating not
drinking in the past year. (Survey3,n=3000)
EVERFI University
16%
30%
4. Formative Assessments and Knowledge Gains
Your students reported that AlcoholEdu
for College:
Prepared them to prevent an
alcohol overdose 91%
Prepared them to help someone
who may have alcohol poisoning 93%
Helped them establish a plan ahead
of time to make responsible
decisions about drinking
93%
Changed their perceptions of
other’s drinking behavior 64%
Overall Knowledge
Change
Pre-assessment
75%
Post-assessment
88%
Increase
17%
EVERFI University
91%
95%
92%
84%
85%
80%
89%
78%
71%
51%
Factors Influencing Drinking Behavior
Understanding the Influence of Alcohol
Risk Reduction
Physiological Effects
Alcohol Knowledge
Pre-Assessment Post-Assessment
Note: National Pre- and Post-Assessment data is provided in the Appendix.
Full assessment item text is available upon request.
5. Important Context for Reviewing Your Data:
Understanding the “College Effect”
National student drinking rates follow a typical pattern: alcohol use generally rises the summer before a student
enters college, and then increases substantially after their arrival on campus. This phenomenon, known as the
"College Effect," is represented by the conceptual graphic below.
Mitigating The College Effect
There is a narrow window of opportunity
for primary prevention. Through evidence-
based education and prevention efforts,
including AlcoholEdu for College, institutions
can mitigate the impact of the “College
Effect”.
Such efforts must consider the need to
focus on all students, not just those who
have a prior history of heavy or
problematic drinking. Efforts aimed at
reinforcing the behaviors of the healthy
majority should not be overlooked.
6. Examining Changes in Drinking Rates
7%
23%
21%
16%
33%
4%
18%
19%
25%
34%
Survey 1 (n=3000) Survey 3 (n=3000) Survey 1 to Survey 3 Change
Your
Institution
National*
-3% -3%
-36% -21%
11% 11%
28% 25%
75% 50%
Abstainer
Consumed no alcohol
in the past year
Nondrinker
Consumed no alcohol in
the past two weeks, but may have consumed in
the past year
Moderate drinker
On the day of highest alcohol use in the past
two weeks, the student had 1-4 drinks (male)
or 1-3 drinks (female).
Heavy episodic drinker
On the day of highest alcohol use in the past
two weeks, the student had 5-9 drinks (male)
or 4-7 drinks (female)
Problematic drinker
On the day of highest alcohol use in the past
two weeks, the student had 10+drinks (male)
or 8+ drinks (female)
*See Appendix for National drinking rates.EVERFI University
Note: n-sizes exclude those students who did not provide enough survey data to be categorized.
8. Where Students Drink
5%
3%
0%
1%
3%
5%
10%
37%
17%
18%
None of these
At home
In a car
Restaurant
Outdoor setting
Bar or nightclub
Athletic event
Fraternity/Sorority
Off-campus residence
On-campus residence
The most common location where your students report consuming alcohol in the past two
weeks (Survey 3, drinkers only, n = 1530):
Certain drinking locations – on
campus pubs, off-campus house
parties – have been shown to be
associated with significant negative
consequences (EVERFI, 2012).
The same study also indicated that
certain locations (on-campus dances
and concerts) have a greater
relationship with sexual assault than
other locations.
EVERFI University
9. Student Reasons for Not Drinking
Both drinkers and non-drinkers indicated their most important reasons for choosing whether or
not to drink alcohol (Survey 3, n = 3000).
When you choose NOT to drink alcohol, how important
are the following reasons:
Percentage Important/
Very Important*
I'm going to drive 75%
I have other things to do 66%
I don't want to lose control 59%
I don't want to spend the money 56%
I don't have to drink to have a good time 55%
“It would be far easier to
increase the salience of existing
reasons that drinkers have for
restricting their alcohol use than
to win their endorsement of still
additional reasons that are
primarily endorsed by
abstainers (Huang et al., 2011).”
EVERFI University
*Percentages represent responses of 5-7 on 7 point Likert scale (1=Not at all important, 7=Very important)
10. High-Risk Drinking Behaviors
28%
27%
49%
52%
29%
30%
61%
68%
Chugging alcohol
Choosing a drink
containing more alcohol
Doing shots
Pregaming
These are some of the most common risk-related drinking behaviors reported by your students who
had a drink in the past two weeks:
National (Survey 3, n = 156422)Your Institution (Survey 3, n = 1530)
More than other high-risk behaviors,
pregaming has been shown to have a
predictive relationship with a variety of
negative outcomes (EVERFI, 2012).
As such, pregaming can potentially be
used as a marker to identify students
who are more likely to be at risk for
negative consequences.
For more on this topic, see: Strategic
Drinking – Examining the Culture of
Pregaming (Webinar recording)
EVERFI University
Percentages represent responses of 5-7 on 7 point Likert scale (1=Never)
11. Measure the Impact of Drinking
22%
51%
21%
37%
21%
56%
18%
39%
Performed poorly on an
assignment
Had a hangover
Passed out
Blacked out
National (Survey 3, n = 156422)
Percentages represent responses of 2-7 on 7 point Likert scale (1=Never experienced)
Your Institution (Survey 3, n = 1530)
Students who reported drinking in the past two weeks experienced the
following as a result of their drinking:
The AlcoholEdu Partner Guide
provides recommendations for
campus programs that reinforce
course content. It includes sample
discussion topics and activities
designed for use by trained
facilitators, including ways to
reduce the risk of experiencing
negative consequences.
For more on this topic: Download
the AlcoholEdu Partner Guide from
the Higher Ed Partner Center
Resources Tab
EVERFI University
12. The Importance of Behavioral Intentions
Impact For High-risk Students:
Among the 79% of high risk drinkers (800 students)
who saw "no need to change the way they drink"
before taking AlcoholEdu for College, 59% of those
students (472 students) indicated their readiness to
change after completing the course.
Intention has been shown to be the most important
variable in predicting behavior change (Ajzen, 1991).
Actual behavior change is driven, in part, by an
individual’s perception of the social environment
surrounding the behavior (subjective norms). As such, a
campus environment that reinforces safe and healthy
norms can help support individual intentions and,
ultimately, change in behavior.
After completing AlcoholEdu for College, students
reported an increase in several positive behavioral
intentions.
Pre Course Intentions Post Course Intentions
25% 28%
56%
27%
51%
58%
53%
76%
63%
75%
Reduce
number of
drinks
Reduce
drinking
frequency
Alternate
drink type
Pace drinks Set a limit
Data represents student responses collected in Survey 1 (Pre-course)
and Survey 2 (Post-course).
EVERFI University
14. The AlcoholEdu for College Course
Course curriculum map
provided in the Appendix.
§ Developed in collaboration with leading
prevention experts and researchers
§ Interactive content guided by
recommendations from the National
Institute of Alcohol Abuse and
Alcoholism (NIAAA)
§ Informed by emerging research on
evidence-based practice (e.g., social
norms approach, bystander intervention)
§ Cited as a top-tier strategy by NIAAA in
their CollegeAIM Matrix
§ Most widely used universal online AOD
prevention program since its development
in 2000
15. Course Structure and Resulting Data Set
Course Lessons
Survey 1
Pre-assessment
Survey 3
Follow-up Lessons
Part 1: Primary Course Content
9 learning modules focused
on strategic decision-making
through real life examples
Intersession
30+
days*
Part 2: Review
Survey 2
Post-assessment
Surveys measure changes in attitudes and behaviors
Assessments are tests and quizzes that measure student knowledge
Data in this report are based on responses from 3000 students at your institution who completed
all 3 AlcoholEdu for College surveys in the fall of 2017. Where available, data is benchmarked against
the national aggregate (N= 371569).
EVERFI University
*Length of intersession is determined by individual schools.
16. AlcoholEdu for College Course Map
PART ONE PART TWO
1. Getting Started
• Introductory Video
• Custom Welcome Letter
• Custom Welcome Video
4. Goal Setting
• What’s Important to You?
• What Do You Want to Focus on this Year
• My Choices
7. My Action Plan
• Drinker/Non-Drinker Plan
• Choose Your Strategies
• Activities on Campus
10. Introduction
• Welcome Back
SURVEY 3
2. Standard Drink
• Student Alcohol Knowledge Interviews
• Pre-Assessment
• Standard Drink Definition
• Identifying Standard and Non-Standard Drinks
• Pouring Standard Drinks
5. Drinking & Motivation
• What Do You Think?
• Factors That Can Influence Decisions
• Why/Why Not Drink? Poll
• Expectancy Theory & Advertising
• Ads Appealing to Men/Women
• Alcohol & Advertising Poll
• Write a Tagline
8. Laws & Policies
• Alcohol Related Laws
• Campus Policies
• Drinking & Driving
11. Recognizing
Problems
• Taking Care of
Yourself & Others –
The Roommate
9. Helping Friends
• Taking Care of Yourself &
Others
• Alcohol Poisoning
• Helping Your Friends Poll
• Drinking & Driving
• Getting Help
12. Course
Conclusion
• Summary of Key
Topics
• Review Goals,
Choices and Plan
SURVEY 1
3. Where Do You Stand?
• Risk Factors & Choices
• You Are Not Alone/Benefits of Not Drinking/
Calories & Cash/Support for Your Choice
• Your Drinking Profile/ Your Peak BAC/
Reducing Your BAC/Drinking Consequences/
Calories & Cash/Your Drinking Habits
6. Brain & Body
• BAC Basics
• What Factors Affect BAC
• Risk/Protective Factors
• BAC Calculator
• Marijuana & Drugs
• Sexual Assault & Understanding Consent
• Brain & Body Science
• Biphasic Effect
• A BAC Story
EXAM
INTERSESSION
18. Our mission in higher education is to drive lasting, large-
scale change on critical wellness issues facing students,
faculty, and staff.
We help institutions make transformative impact on
sexual assault, high-risk drinking, and financial education
through evidence-based online programs, data, and
advisory services.
19. Sexual
Assault
Prevention & Education
Eight
efficacy
studies
1,700+
institutional
partners
5 Million
educated in the last year
30+
Greek
organizations
16+
years of
experience
Fostering healthy
relationships, awareness of
resources and policies, and
skill-building among students
and employees
Promoting healthy habits
through adaptive learning,
realistic scenarios and
hands-on activities
Helping fraternity & sorority
members model leadership
around alcohol, hazing & sexual
assault
Encouraging students to make
smarter decisions about
finances, student loans,
financial aid and more
Alcohol &
Other Drug
Prevention & Education
Fraternity &
Sorority
Values-Based Education
Financial
Wellness
Support & Education
20. The Benefits of Partnering With EVERFI
Our data and analytics provide real-time access to
attitudinal and behavioral data from your unique
populations, and national benchmarks to assess
needs and strengths.
Our team includes public health professionals,
administrators from student affairs, campus
prevention offices, and more. Extend your team by
partnering with ours.
Eight independent studies have been published
demonstrating the efficacy of EVERFI online
programs. Our approach improves knowledge,
attitudes, and behaviors.
Our online programs are built by prevention and
compliance experts to meet and exceed
requirements from Title IX, Clery Act (Campus
SaVE/VAWA), EDGAR part 86.
Proven Efficacy
Beyond Compliance
True Expertise
Data-driven
