This document outlines learning objectives and topics to be covered at a NASPA conference on alcohol and other drug abuse. The learning objectives include describing campus-specific application of research to develop priorities, listing strategies for conducting data analysis on a limited budget, identifying data sources that support priority development, and discussing program goal development and data-driven decision making. The document then provides an introduction and overview of topics to be covered, including establishing AOD-related priorities using data sources, standards that support AOD work, and the importance of evaluation in understanding AOD efforts.
Assessing Current Practices in Academic Review, Promotion, and Tenure across ...Right to Research
This presentation by Carol Muñoz Nieves was part of OpenCon 2017's Next-Generation Initiatives Advancing Open panel.
The project “Assessing Current Practices in Review, Promotion and Tenure (RPT) Across the United States and Canada” departs from the belief that the adoption of open access and other open science principles among academics would be more widespread if ‘being open’ was explicitly rewarded in career progression of university professors. In the case of Canadian and American institutions of higher education, career progression generally takes the form of reviews of faculty’s work, promotions, and the achievement of tenure—a permanent, lifetime, position at an institution that cannot be terminated, except under crucial circumstances. The importance placed on the RPT process by all faculty suggests that changes in the policy documents and guidelines that inform these practices may provide the impetus for behavioral change, leading to broader interest and adoption of open access values. In the context of a broad and ongoing project, this presentation will focus in some of the results of the content analysis of 864 RPT guidelines and forms of 129 institutions across the US and Canada. These finding will hopefully provide baseline knowledge for thinking in actualized ways of effecting change towards a greater opening of research in North American universities.
The UBC Master of Health Administration (MHA) integrates skills and ideas unique to healthcare administration with advanced business and management training. Our weekend modular format is designed for working professionals seeking a solution to complex health delivery issues.
A Coordination of Services Team (COST) is a multidisciplinary team of school staff and providers who coordinate learning supports and resources for students. Teams meet regularly to review student referrals and link them to prevention and intervention services that support social emotional and behavioral health. This workshop will share findings from an inquiry of the impact of COST in Alameda County schools, offer a framework for measuring the outcomes of care coordination efforts, and present a case study profiling one schools’ implementation of the COST model. Participants will also engage in small groups to discuss the implications of this study and how they could strengthen and expand care/service coordination efforts in their own schools.
Explains the process and benefits of conducting different program evaluations, and the Heldrich Center's work in evaluating over 30 education and workforce programs.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Assessing Current Practices in Academic Review, Promotion, and Tenure across ...Right to Research
This presentation by Carol Muñoz Nieves was part of OpenCon 2017's Next-Generation Initiatives Advancing Open panel.
The project “Assessing Current Practices in Review, Promotion and Tenure (RPT) Across the United States and Canada” departs from the belief that the adoption of open access and other open science principles among academics would be more widespread if ‘being open’ was explicitly rewarded in career progression of university professors. In the case of Canadian and American institutions of higher education, career progression generally takes the form of reviews of faculty’s work, promotions, and the achievement of tenure—a permanent, lifetime, position at an institution that cannot be terminated, except under crucial circumstances. The importance placed on the RPT process by all faculty suggests that changes in the policy documents and guidelines that inform these practices may provide the impetus for behavioral change, leading to broader interest and adoption of open access values. In the context of a broad and ongoing project, this presentation will focus in some of the results of the content analysis of 864 RPT guidelines and forms of 129 institutions across the US and Canada. These finding will hopefully provide baseline knowledge for thinking in actualized ways of effecting change towards a greater opening of research in North American universities.
The UBC Master of Health Administration (MHA) integrates skills and ideas unique to healthcare administration with advanced business and management training. Our weekend modular format is designed for working professionals seeking a solution to complex health delivery issues.
A Coordination of Services Team (COST) is a multidisciplinary team of school staff and providers who coordinate learning supports and resources for students. Teams meet regularly to review student referrals and link them to prevention and intervention services that support social emotional and behavioral health. This workshop will share findings from an inquiry of the impact of COST in Alameda County schools, offer a framework for measuring the outcomes of care coordination efforts, and present a case study profiling one schools’ implementation of the COST model. Participants will also engage in small groups to discuss the implications of this study and how they could strengthen and expand care/service coordination efforts in their own schools.
Explains the process and benefits of conducting different program evaluations, and the Heldrich Center's work in evaluating over 30 education and workforce programs.
For the latest free CDE seminar we were very pleased to welcome Jon Bellum, Provost and Senior Vice-President at Colorado State University-Global Campus, to Senate House to talk about a case study for retention in online learning.
Colorado State University-Global Campus is a 100% online public institution focused on providing adults with career-relevant bachelor’s and master’s degrees. A university wide retention and persistence program was designed to provide its non-traditional students with the support they needed throughout the student lifecycle. Since implementing this process improvement, CSU-Global has been able to maintain first-to-third term retention rates that exceed 80% and a four-year retention/graduation rate that exceeds 75%.
The presentation ran through the processes involved in implementing this programme and reviewed the outcomes.
The slides and seminar is of interest to anyone involved in developing courses for online or flexible delivery – audio for the session can be found at www.cde.london.ac.uk.
Новые книги по праву в библиотеках Пскова (март 2017 г.)Nastasya_Bur
Сотрудники информационно-библиографического отдела Центральной городской библиотеки г. Пскова (ул. Конная, д.6) представляют вашему вниманию слайд-презентацию "Новые книги по праву" (март 2017 года). Познакомиться с книгами можно в Центральной городской библиотеке по адресу: ул.Конная, д. 6; тел. 57 – 11 – 73.
Gesù all'umanità- gruppo di Preghiera- Italia http://messaggidivinamisericordia.blogspot.it/
Contatto Mail: gesuallumanitaitalia@yahoo.it
Puoi leggere tutti i messaggi su questo sito: http://illibrodellaverita.blogspot.it/
Teatro de la sensacion laboratorio intensivo de expresion y comunicacion-abrilMiguel Muñoz de Morales
TALLER INTENSIVO-ABRIL
Laboratorio de Expresión Corporal y Comunicación
“Hablar con el otro”
De Lunes a Miércoles.
Del Lunes 25 al Miércoles 27 de Abril
Horario: de 20:30 a 22:30 H.
Ponente: Juan de Dios López Carneros
Director de Cia.El Botón Perdido.
Política de Públicos y Precios_
Precio del Taller: 35.-€
15% de descuento en Talleres y Cursos Intensivos.
Estudiantes, Alumnas/os y Comunidad Universitaria de CLM
Socias/os, Jubiladas/os y Desempleadas/os.
Interesadas/os, para más información:
Teatro de La Sensación/Calle Monjas nº1
Tfnos: 691232739-926922776 E mail teatrodelasensacio@yahoo.es
Persona de contacto: Miguel Muñoz de Morales.
Organiza: Teatro de la Sensación.
Escuela de Artes Escénicas de Castilla La Mancha
Proyecto de Formación de Teatro de La Sensación de Ciudad Real.
Coordinador general: Miguel Muñoz de Morales
Co-creating the curriculum - Jane PriestleyHEA_HSC
This workshop was part of the HEA engagement event '
The full picture: the journey from listening to partnership in student engagement'.
This workshop was designed for curriculum developers, programme leads, those with an interest in public engagement in higher education, including those working in patient and public involvement, and community engagement in higher education.
The session provided an opportunity for delegates to assess the potential of the students as partners framework, as a basis for informing the contribution of public engagement in curriculum design and delivery.
This presentation forms part of a blog post about the workshop that can be accessed via http://bit.ly/1vnbN7A
The Current State of Play of Community Health Workers Training Programs in Su...germainsky
Literature Review, Commissioned of the One Million Community Health Workers Campaign by mPowering Frontline Health Workers, through support from USAID & Intel
Institute H: The Road to Becoming a Center of Excellence
Thursday, October 8, 9:00 am - 12:00 p.m., Executive C D
Lisa D'Adamo-Weinstein, Director, Academic Support
Northeast Center of SUNY Empire State College
Elaine Richardson, Retired Director, Academic Success Center
Clemson University
Laura Sanders, Assistant Dean, Student Success, College of Engineering
Valparaiso University
The purpose of the Centers of Excellence Designation Program is to:
promote professional standards of excellence for learning centers;
encourage centers to develop, maintain and assess quality programs and services to enhance student learning;
honor the history of established and unique learning centers; and
celebrate the outstanding achievements of centers that meet and exceed these standards.
This post-conference institute will walk participants through the rationale for the creation of the designation program;
review the criteria for evaluation and discuss the steps for completing an application. We will also share insights
gathered during the first two rounds of applications reviews to assist participants in developing a clear plan for how
they can best put together their own application
There are many examples of evidence-informed decision making (EIDM) among public health professionals and organizations in Canada. However, there are limited mechanisms in place to facilitate the sharing of these stories within the public health community. The National Collaborating Centre for Methods and Tools (NCCMT) seeks to address this gap with an interactive, peer-led webinar series featuring a collection of EIDM success stories in public health.
These success stories will illustrate what EIDM in public health practice, programs and policy looks like across the country.
Join us to engage with public health practitioners across Canada as they share their success stories of using or implementing EIDM in the real world. Learn about the strategies and tools used by presenters to improve the use of evidence.
Featuring:
Knowledge broker training for evidence-informed decision making: Building capacity in public health
Lori Greco and Dr. Megan Ward, Region of Peel Public Health
Region of Peel Public Health has identified evidence-informed decision making as a strategic priority, termed End-to-End Public Health Practice. Learn more about how this health unit is building internal capacity for knowledge brokering and evidence-informed decision making.
Making evidence-informed decisions about the Alberta Public Health well-child visit: The art and the science
Farah Bandali and Maureen Devolin, Alberta Health Services
In Alberta, there was decreasing time available for non-immunization well-child clinic visit activities and these activities varied at clinics across the province. Learn more about how these authors used evidence-informed decision making to decide on which routine activities to include in non-immunization well-child clinic activities.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
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.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
1.4 modern child centered education - mahatma gandhi-2.pptx
NASPA AOD mini institute 2011
1. Michael P. McNeil, MS, CHES, FACHA
Columbia University
NASPA Alcohol & Other Drug Abuse
Conference
January 14, 2011
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
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. 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. 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. Establishing Priorities on Campus
Priorities 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. AOD Efforts in Higher Education
As 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. Let’s take a look at some
standards that support our
work.
11
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. 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. 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. 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. Standards of Practice
ACHA 2004
Introduction that welcomes multi-
disciplinary practitioners and
delineates the premises that guide
the Standards
16
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. 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. 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)
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. 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 goals
Links with SPHPHE – Standard 1 – Integration with the learning mission
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.
25. 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
26. Gather Data
Assess
Evaluate Prioritize
Utilize Findings
Implement Plan
26
27. • 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
28. 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)
29. Common Data Findings
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?
30. The next set of slides presents examples of how institutions
have 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
31. • 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
32. 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
33.
34. 13.0%
10.8%
Had
unprotected
sex
2.3%
1.2%
Force or
threat of force
to have sex
44.1%
29.6%
Forgot where
they were or
what they did
50.9%
37.5%
Did something
they regretted
8.2%
4.1%
Involved in a
fight
6.4%
2.6%
Injured
another
person
21.1%
15.4%
Physically
injured
as a result of
Percent of…
reporting…
Undergrads
drinking
alcohol
Athlete
Other
35. 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%
backgrounds
A 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%
36.
37. Slept to feel
rested 4+ days <25 (all - 25+ (all -
in a week <25 school school) Test statistic p-value 25+ school school) Test statistic p-value
Group 1 40.4 40.7 0.000 1.000 35.1 48.8 8.763 0.003
Group 2 34.3 40.7 0.359 0.549 53.5 47.9 1.181 0.277
Group 3 21.4 40.8 1.429 0.232 46.4 48.3 0.323 0.570
Group 4 46.2 40.4 0.961 0.327 38.5 48.3 2.097 0.148
Group 5 46.8 40.1 2.859 0.091 55.2 45.5 19.658 < 0.001
Group 6 42.4 40.6 0.001 0.976 43.4 48.6 2.129 0.145
Group 7 30.3 40.8 1.082 0.298 37.1 48.5 4.032 0.045
Group 8 50.0 39.9 6.793 0.009 49.3 48.0 0.134 0.715
Group 9 38.1 40.8 0.289 0.591 50.2 47.9 0.333 0.564
37
38. • 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)
39. 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
40. • Building support for your
efforts
• Removing confusing &
uncertainty
• Developing institutional
commitment
40
41. • 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
42. • What’s In It For Them?
• Supporting the Academic Mission
• National Standards & Guidelines
• Your Language or Theirs?
• Everybody’s Doing It…
43. 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
45. • Collaboration Is Key
• Partners
• Faculty
• Other Staff
• Administrators
• Community Support
46. • 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
47. Evaluation
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 or limited resources in the most appropriate manner.
48. 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?
49. Measuring Success
Why do we evaluate
our efforts?
How do we evaluate
our efforts?
51. • Use to determine priorities
• Individual & campus level change (trend
analysis)
• Population change over time
• Provides evidence that programs are worth
the investment
52. 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 negative Reduce by 10% the Create and enforce Implement a system
consequences from number of policy to limit the to monitor student
alcohol 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 do
to achieve? thing? something?
53. 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
54.
55.
56. Strategic planning &
implementation
Problem
analysis
Goals, object
Do it again
ives
Evaluate: AOD
Desired
process, impact, o
outcomes
utcome Programs
Implement Go to the
strategies w/ literature
coalition
Select
appropriate
strategies
57. 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.
58. 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
60. 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.pdf
NIAAA. (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
61. Acknowledgements
I would like to thank the following individuals for
helping shape the content of this presentation:
Gina Abrams, Princeton University
Pat Fabiano, Western Washington University
Richard Keeling, Keeling & Associates
Melissa Kenzig, Columbia University
Sarah Mart, Marin Institute
Karen Moses, Arizona State University
Ray Quirolgico, University of San Francisco
Jason Robertson, U. of N. Carolina - Greensboro
Paula Swinford, University of Southern California
62. Contact Me
Michael P. McNeil
Director, Alice! Health Promotion
Health Services at Columbia
212-854-5453
mpmcneil@columbia.edu
www.alice.columbia.edu
Editor's Notes
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.