This document discusses the need for ongoing alcohol prevention education beyond first-year students. It notes that evidence-based prevention efforts can help mitigate increased drinking seen in college (the "College Effect") but that efforts must consider all students, not just those with prior issues. Data shows non-first years still engage in risky drinking behaviors. Best practices include incorporating research, avoiding one-time programs, using data to inform norms messaging, and demonstrating institutional commitment. Challenges include limited opportunities beyond first year and reliance on less effective approaches. The document advocates for a population-level approach using AlcoholEdu for all students to support compliance with regulations and discourage misuse.

1. Ongoing Alcohol Prevention
Education: Training Beyond
Incoming Students
Kimberley Timpf, Senior Director of Prevention Education, EVERFI
Beth DeRicco, Director of Higher Education Outreach, Caron
Treatment Center
Sondra Solovay, Vice President of Content, EVERFI
February 15, 2018

2. Scope of the Challenge: Providing Evidence Based
Prevention Beyond the First Year

3. Challenge: Mitigate
The College Effect
○ Narrow window of opportunity for primary
prevention.
○ Evidence-based education and prevention efforts
can mitigate the College Effect.
○ Efforts must consider the needs of all students, not
just those with a prior history of heavy or
problematic drinking.
○ Efforts to reinforce the behaviors of the healthy
majority should not be overlooked.
Focus on First Year Students

4. AlcoholEdu
○ Developed in collaboration with
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, bystander intervention)
Challenge: Mitigate
The College Effect
○ Narrow window of opportunity for primary
prevention.
○ Evidence-based education and prevention efforts
can mitigate the College Effect.
○ Efforts must consider the needs of all students, not
just those with a prior history of heavy or
problematic drinking.
○ Efforts to reinforce the behaviors of the healthy
majority should not be overlooked.
Focus on First Year Students

5. Beyond the First Year: Insights from the Data
Need for ongoing
education and
supporting healthy
behavior.
First Years (n=293,945)Non-First Years (n=42,000)
Plan to pace my drinks
(next 30 days)
18% 13%
35%
Blacked out
(past two weeks)
24%
36% 38%
Pre-gaming
(past two weeks)
Drove after 4
or more drinks
(past two weeks)
10% 6%
14%
21%
10%
Medical condition:
Decided to cut back:
Have had alcohol problem:
11%
15%
7%
Reasons
for not
drinking

6. Societal
Community
Prevention Best Practice
○ Training incorporates evolving research/regs
○ Single dose programs lack sustained impact
○ Norms hinge on data, behavioral modeling
○ Ongoing data needed for directed training
○ Highly visible ongoing training demonstrates
institutional commitment, impacts climate
Social
Ecological
Model
Beyond the First Year: Best Practice Still Applies
RelationshipIndividual

7. Beyond the First Year: Challenges to Best Practice
Opportunities to
reach first year
students:
○ Orientation
programs
○ Residence halls
○ First year
seminars
Opportunities diminish as students progress through their college
experience and beyond:
○ Strong reliance on in-classroom opportunities and social marketing
campaigns (limited reach)
○ Ease of approaches that lack an evidence base (e.g., speakers, tabling)
○ Heavy on indicated approaches (e.g., BASICS, eChug), taking place as
a result of a policy violation
YEAR 3
DATA
?
YEAR 4
DATA
?
YEAR 1
DATA
YEAR 2
DATA
?

8. Balancing Research, Best Practice and Policy
Dr. Beth DeRicco
Director of Higher Education Outreach, Caron Treatment Center

9. History
Evolution of
Alcohol and
Other Drug
Abuse
Prevention
1940’s 1950’s 1960’s 1970’s 1980’s 1990’s 2000’s 2010’s

10. Collegiate Recovery History
1960’s 1970’s 1980’s 1990’s 2000’s 2010’s

11. “The best defense in any lawsuit stemming from an alcohol-related incident is the institution’s
commitment to use evidence-based practices and to evaluate those efforts.”
-Peter Lake, Director of the Center for Excellence in Higher Education Law and Policy
Creating Environmental Change
ENVIRONMENTAL MANAGEMENT
Public health and case law
Data Collection Strategic Planning Evaluation
Vehicles for Environmental Change

12. OPPORTUNITY TO LEVERAGE FEDERAL
REQUIREMENTS: EDGAR Part 86

13. EDGAR Part 86
Regulations
Having a compliant program
requires that IHEs:
[1] conduct a biennial review of
their drug and alcohol prevention
programs
[2] annually distribute specified
drug and alcohol prevention
information to students and
employees (“annual notification”)
Standards of conduct; federal, state and
local laws; available drug and alcohol
programs; and a description of the health
risks associated with alcohol abuse and
illicit drug use, including:
• risk of dependence,
• possible short-term effects,
• possible long-term effects, and
• likelihood and effects of overdose.
20 U.S.C. 1145g—Drug and Alcohol Abuse Prevention
Annual Notification Requirements
Drug Free Schools and Campuses Regulations

14. Certification Requirements
“Part 86, the Drug-Free Schools and Campuses Regulations, requires
that, as a condition of receiving funds or any other form of financial
assistance under any federal program, an institution of higher
education (IHE) must certify that is has adopted and implemented
a program to prevent the unlawful possession, use, or distribution
of illicit drugs and alcohol by students and employees.”

15. Sec. 86.103 requires that IHE’s retain the following records for 3 years
after the fiscal year in which the record was created:
○ The annually distributed notification document
○ Prevention program certification
○ Results of the biennial review
○ Any other records reasonable related to the IHE’s compliance with
certification
○ If selected for review, the IHE shall provide access to personnel,
records, documents, and any other necessary information
requested by the Secretary to review the IHE’s adoption and
implementation of its drug prevention program.
Record Keeping Requirements

16. A Population-Level Approach
to Ongoing Education
Sondra Solovay, Esq.
Vice President of Content, EVERFI

17. AlcoholEdu Ongoing Content Overview

18. KEY DIFFERENCES

19. Course Audience
All non-first year students
KEY DIFFERENCES

20. Course Length
20-30 minutes
KEY DIFFERENCES

21. Expanded Drug Coverage
KEY DIFFERENCES

22. Expanded National & State Law Coverage
KEY DIFFERENCES

23. Adaptive Learning via Branching Video Stories
KEY DIFFERENCES

24. KEY SIMILARITIES

25. Tone and Approach
KEY SIMILARITIES

26. Course Structure & Data
4
KEY SIMILARITIES

27. • Custom welcome
letter
• Custom videos
• Custom closing
message
• School-specific
links and resources
Tailored Content
KEY SIMILARITIES

28. Student Engagement
KEY SIMILARITIES

29. Course Map
PART ONE
1. INTRODUCTION
• Introductory Video
• Custom Welcome Letter
• Custom Welcome Video
• Pre-Survey
• Pre-Assessment
2. BAC2BASICS
• Reasons Students Choose Not to Drink
• Standard Drink Definition
• BAC Definition
• Biphasic Effect
• BAC Calculator
• What Influences BAC
3. KNOW YOUR BODY
• Brain and Body Science: Alcohol
• Brain and Body Science: Other Drugs
• Blackouts and Brownouts
• Risks of Mixing Substances
• Recognizing Dependence and Helping a Friend
4. KNOW YOUR RESPONSIBILITIES
• Federal Laws
• State Laws
• Medical Marijuana
• Custom AOD Policy
5. KNOW HOW TO HELP
• Recognizing an Overdose
• Responding in an Emergency
• Good Samaritan Policy Customization
• Helping a Friend
• National Resources
• Custom School and Local Resources
• Recovery Support Opt-In
6. CONCLUSION
• Post-Quiz
• Post-Survey
• Custom Closing Letter
PART TWO
Optional Longitudinal Post Survey

30. Knowledge
OBJECTIVES
• Describe the negative
physical, mental, and social
consequences associated
with use of different types
of drugs, including alcohol
• Cite the common reasons
that all students give for
choosing not to drink

31. OBJECTIVES
• Demonstrate how to seek
medical assistance for a
potential alcohol or other drug
overdose
• Demonstrate how to care
properly for an intoxicated or
drugged person while waiting for
help to arrive
• Demonstrate how to reach out
to a friend who may have a
problem with alcohol or other
drugs
Knowledge & Behavioral Skills

32. An Evidence-Informed Approach
• Grounded in behavior change
theory
• Guided by evidence-based best
practices
• Supports EDGAR Part 86
compliance
• Engages the majority of
students who are making
healthy decisions
• Discourages misuse and abuse
of alcohol and other drugs
• Provides crucial, actionable data

33. A special thanks to our external subject matter experts for contributing
their time and expertise to the development of this course!
Beth DeRicco, PhD
Director of Higher Education Outreach, Caron Treatment Center
Ryan Travia, MEd
Associate Dean of Students for Wellness, Babson College
Subject Matter Experts
Note: Subject matter experts’ involvement in course development does not imply an endorsement of the course by these
individuals or their respective institutions or organizations.

34. Thank you!
CONTACT US
kimberley@everfi.com
BDeRicco@caron.org
ssolovay@everfi.com

36. Find out how you measure up against
best practice and the nation’s leading
prevention institutions.
Complete the Campus Prevention
Network’s Sexual Assault Diagnostic
Inventory (SADI) and/or Alcohol
Diagnostic Inventory (ADI)