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.

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

3. 3

4. 4

5. 128 blocks 5

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)

20. Learning Domains
 Cognitive complexity
 Knowledge acquisition, integration, application
 Humanitarianism/civic engagement
 Inter- and intra-personal competence
 Practical competence
 Persistence and academic achievement

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

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

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%

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

44. • Mission & Vision
Statements
• Measurable Learning
Outcomes
• Assessment &
Evaluation

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?

50. Evaluation
• Process • Short-term
• Impact
• Intermediate
• Outcome
• Long-term

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

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

59. What questions, comments, cares, &
concerns would you like to discuss?
59

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