1. Take A Ride, Save A Life
By: Katrina Daoud and Amy Whitman
April 29, 2013
Created For Public Health 499: Program Implementation
Dr. Audra Gollenberg
Shenandoah University

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Table of Contents
I. Rationale…………………………………………………………………………..……3
II. Mission, Goals, and Objectives………………………………………………………..X
III. Theoretical Framework………………………………………………..……………...X
IV. Intervention Plan…………………………………..………………………………….X
V. Evaluation Plan……………………………………………...………………………...X
VI. Bibliography…………………………………………………………………………X
VII. Appendices (Program Materials)……………………………………………………X

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I. Rationale
A Rationale for “Take a Ride, Save a Life”: A campaign to create a Safe Ride &
Educational Program at Shenandoah University
The consumption of excessive alcohol in college age students has become a heavy
public health burden in the United States. Binge Drinking effects almost half of all
college students, 44% to be precise, at some point during their college years. Almost a
quarter of all college males meet the criteria for an alcohol use disorder (Beck et al,
2008). According to the CDC, alcohol is the most commonly used and abused drug
among youth, more than tobacco and illicit drugs. Binge Drinking, not only highly
prevalent is costly, in terms of money and fatalities. It costs the United States $223
billion dollars a year (CDC, 2013). In 2010, there were 189,000 emergency room visits
associated with alcohol use in the youth. It is clear that binge drinking is a heavy burden
on the college population.
In addition to its prevalence, alcohol use is linked with an array of health
problems. Alcohol use in the United States is associated with unintentional injuries,
intentional injuries, alcohol poisoning, sexually transmitted diseases, unintended
pregnancy, liver disease, high blood pressure, and more (CDC, 2013). In college students
particularly, alcohol use can cause missed classes, falling behind in schoolwork, and lack
of focus on studies. (Beck et al, 2008) Among these health risks, alcohol use is also
associated with high-risk behaviors, such as driving under the influence. In the U.S., a
death occurs every 31 minutes from an alcohol-related motor vehicle accident. According
to the Harvard School of Public Health College Alcohol Survey, 60% of college student
binge drinkers have admitted to drinking and driving (Perkins et al, 2010) and 40% of
college students have ridden in a vehicle with a drunk driver (Beck et al, 2008).

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Drinking and Driving, often linked with binge drinking has its own set of health
consequences in addition to the health risks of drinking alcohol alone. Drinking and
Driving causes deaths of those aren’t involved in the act of drinking; half of the deaths
associated with drunk driving are of passengers in the vehicles involved. (Perkins et al,
2010) Drunk Drivers on the road, while a threat to themselves, are a threat to community
members and they affect everyone who drives, rides in a car, or walks on our roads.
Drinking and Driving by one college individual also increases the likelihood of peers to
engage in the behavior, creating a cyclical effect of a high-risk behavior. (LaBrie et al,
2011) Drinking and Driving is a huge problem at the college level and should be a
priority for program implementation.
One of the national health objectives for 2020, as part of healthy people 2020 is to
reduce alcohol-impaired driving (USDHHS, 2013). Drinking and Driving falls under the
Injury and Violence Prevention goal of healthy people 2020: To Prevent unintentional
injuries and violence, and reduce their consequences (USDHHS, 2013). One of the U.S.
Department of Health’s partners, The Community Guide recommends school-based
programs as an influential solution to this health problem (Reducing et al, 2011).
Colleges and Universities are prime places to influence and educate college students on
health risks, as education and growth are the primary goals of a college. Colleges also
have the advantage of interacting with the target audience on a daily to hourly basis,
another important strategy of intervention. In the past, arrays of different programs have
been implemented at colleges and universities across the country targeting drunk driving
and have proven to be successful.

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In 2008, The University of Mississippi hosted a study to examine the
effectiveness of a social marketing campaign on a mid-sized university campus. The
study revolved around a poster being displayed in multiple locations on campus from the
period of fall 2004 to Spring 2006. The poster consisted of a scene from Michelangelo’s
painting, The Creation of Adam, in the Sistine Chapel. On the poster, one hand is taking
keys from the other. The phrases “Carpe Key-em” and “Seize the Keys” are printed on
the poster. Then the poster says “Most Sam Houston State University students choose not
to drink and drive”. Sixty Posters were placed all over the campus. After the time period,
a thirteen item questionnaire was offered to 15,000 residential and non-residential
students. The questions consisted of whether the students saw the poster, read it, and
influenced their actions because of it. Results of the study showed that more than half of
the surveyed student body viewed the poster, 52%, 41% of the students read the poster,
and 44% percent of those who read the poster choose to influence their behavior. (Bass et
al, 2008). Results of the study showed that a social media campaign can be an effective
tool on a college campus, especially if utilized with other programs.
The University of Michigan launched a web-based alcohol prevention program
entitled Michigan Prevention and Alcohol Safety for Students in 2010 to educate and
reduce drinking and driving behavior on Michigan’s Campus. The students were given
surveys and were asked to view four 10-minute web based sessions on the risks of
drinking and driving through a span of 9 weeks. The intervention sessions were targeted
towards the student’s reported alcohol usage. A control group, from the same student
body completed the questionnaires with no intervention web-based sessions. Students
were surveyed before, during, and after the program. Results from the study showed that

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the intervention groups reported more reasons to not drink and drive at the end of the
program than the control group. The study results showed that college students are
willing to receive information as the study had a 77% retention rate. It also showed that
students who are shown information about drinking and driving may be more likely to
reduce their behavior. The conclusions showed that an educational program on a
university campus can also be effective. (Bingham et al, 2010)
A study funded by the University of Wyoming examined a university safe ride
program to evaluate whether the program could reduce drunk driving prevalence and cost
to society in terms of money and fatalities. The study defined a safe ride program as a
program “to offer intoxicated persons a readily available, free or low-cost method of
transportation in lieu of driving intoxicated (Giek et al, 2010).” The study surveyed 194
passengers while they were utilizing the safe ride system over a three month period.
Questions asked included: did the safe ride program influence drinking behavior? Would
you have driven if you didn’t have the safe ride program? And how often did you use the
safe ride program? The study found that 75% of riders utilized the program to reduce
drunk driving. The study found that using an approved analysis, the program saved the
state of Wyoming $3.oo for every $1.00 spent on alcohol. The average usage of the
program by passengers was about 4 times. The study also found that 44% of the students
would have driven home drunk if the safe ride program wasn’t available. The safe ride
program at this university was frequently used, influencing behavior, and was cost
effective; all three important aspects of public health programs.
It is clear from the research that there are numerous benefits for implementing
campus wide programs. Through use of social media, educational programs, and

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interventions on campus, lives and money can be saved. Implementing a safe ride
program, with an educational and social media component can be a great combination for
public health at a university. According to Giek et al at the University of Wyoming,
“college students tend to oppose restrictive alcohol policies but endorse prevention
efforts that allow students to exercise responsibility (Giek et al, 2010).” Shenandoah
University is a small school, with a tight-knit community and provides the perfect place
to implement programs targeted towards making healthier communities.
Contrary to popular belief, implementing a safe ride program does not increase
alcohol consumption by those who use it. In the University of Wyoming study,
participants were asked, “Since safe ride is available, does that influence your drinking?”
81% of the passengers stated that that the safe ride does not change their drinking
behavior or cause them to drink more because of its availability (Giek et al, 2010).
After reviewing national data on college students, it is clear there is a significant
health problem in regards to drinking and driving. To reiterate, research shows that the
prevalence of college drunk drivers is around 40% and the cost in fatalities is in the
billions. (Timmerman et al, 2002). Due to them being a high risk group, college students
are a necessary target for drinking and driving programs. A safe ride program, as well as
an educational and social media program at Shenandoah University will educate students
about the risks and dangers of the behavior, reiterate it through media, and provide an
alternative for the students to utilize. Any unnecessary death is a tragedy and a drinking
and driving program at Shenandoah can help prevent these deaths and educate the future
generation.

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The above rationale supports and advocates for a necessary drinking and driving
program on the Shenandoah University campus. Acceptance of this program will save
money, save lives, educate civilians, and create a healthier and safer future generation of
citizens. There is therefore no doubt that the “Take a Ride, Save a Life” program is the
next medication for the drinking and driving phenomenon.

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II. Mission, Goals, and Objectives
Mission Statement: To reduce drinking and driving behavior on Shenandoah
University’s campus
Goal One: Increase awareness of the risks of drunk driving among Shenandoah
University Students
Objective One: The “Take A Ride, Save A Life” staff will train the Residence Life staff
during Summer Resident Assistant Training on the dangers of drinking and driving, goals
of our program, and how to facilitate workshops.
Outcome: Res. Life Staff aware of dangers of drinking & driving and on goals
Priority Population: Res. Life Staff
Condition: Training by “Take A Ride, Save a Life” Staff
Criterion: Summer RA Training
Objective Two: After attending the Residence Life workshop, 75 % of SU freshman will
be able to list 2 consequences associated with drunk driving
Outcome: Students will be able to list consequences
Priority Population: SU students
Conditions: After attending the Residence Life workshop
Criterion: 75%
Objective Three: After attending the Residence Life workshop, 50% of SU freshman
will know how many drinks it takes for them to become unable to drive safely
Outcome: Knowledge of the number of drinks it takes to impair their driving
Priority Population: SU students
Conditions: After attending the Residence Life workshop
Criterion: 50%
Objective Four: After observing the Video, Posters, and/or Facebook Page, 75% of
college students will recognize that they are at risk of the dangers associated with drunk
driving
Outcome: Recognize they are at risk
Priority Population: SU students
Condition: Observing Video, Posters, Facebook Page
Criterion: 75%
Goal Two: To reduce the rates of drinking and driving among Shenandoah University
students
Objective One: To implement a pilot phase of the Safe Ride Van for SU students for the
month of September to assess usage and evaluate weakness
Outcome: Implement a pilot phase
Priority Population: SU students
Conditions: September month

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Criterion: Student Tally’s to show usage
Objective Tw0: After three months of providing and effectively promoting a safe
ride program, half our student body will be able to identify the location of the hours
and call in number of the safe ride van.
Outcome: Students aware of Van and able to locate the hours and call-in
number
Priority Population: SU students
Conditions: three months
Criterion: half student body
Objective Three: After 3 months of the safe ride program, 25% of our student body
alcohol drinkers will have used the safe ride system at least once
Outcome: Students will have used safe ride program
Priority Population: SU students
Conditions: 3 months
Criterion: third of student body

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III. Theoretical Framework
There are many different health risks affecting the United States college
population. It is clear from the research that one such risky behavior at high prevalence in
the college population is drunk driving. According to the Harvard School of Public
Health College Alcohol Survey, 60% of college binge drinkers have admitted to drunk
driving and 40% have admitted to riding in a vehicle with a drunk driver (Perkins et al,
2010). Because of the high prevalence and high risk of drunk driving, it is clear that
college students are in need of public health programs targeted toward this behavior.
College students are a unique population to develop programs for, for an array of
reasons. College students are diverse in race, ethnicity, values, and even age. While there
are many similarities between the college population, there are also many differences in
terms of a student’s beliefs. A college student can be either a hard-core bookworm, rarely
participating in risky behavior all the way to an excessive drinker who barely comes to
class. The fact that college students differ in their views and behavior is an important
aspect of program implementation. Because college students are so diverse in behavior,
the Trans Theoretical Model works well as a guide to developing an intervention toward
drunk driving (see Figure 1).
College students come on all levels of the spectrum when it comes to alcohol use.
Many are uninformed about the dangers of alcohol use and drunk driving. Many are
aware of some dangers, but don’t consider themselves a high risk group. Many are aware
of the dangers and are aware that they are in a high-risk group, but don’t have the
resources to attack the problem (no other transportation available). Then there are those
who are aware of the dangers in their population and have already taken methods to

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reduce their risk (designated driving, walking, taxis). Therefore, college students fit the
trans theoretical model well. They all fall in between pre-contemplation stage to
maintenance stage; therefore our intervention program will strive to address college
students on all of these levels.
Part of the Intervention will be an educational program aimed toward college
students. This educational program will raise awareness about the dangers of alcohol
consumption and drunk driving. For example, it will have presentations, simulations, and
activities that teach the risks of drunk driving, information on how many drinks it takes
before a female and male is unsafe to drive, the differences in alcohol amount in the
different types of drinks such as beer, wine, and liquor and how at risk college students
are to drunk driving. This part of the program specifically targets those students in the
pre-contemplation stage and contemplation stage. Those students are either uninformed,
under informed, tried to change and failed, or intending to change but haven’t been given
the opportunity. The educational component’s goal is to inform the uninformed and
encourage change in the contemplators. The other part of the education program is to
educate about the safe ride program. It will give information on how to access the
program, when the program runs, and who is eligible to utilize the program. This part of
the program is to encourage students in the preparation stage to be prepared to use the
program. They will hopefully add the number of the safe ride vehicle into their cell
phone, preparing to utilize it when needed. This part of the program encourages students
to take action and prepare not to drink and drive.
The other part of the intervention is the safe ride program. The Safe Ride program
targets students in the preparation and action phase, who are looking and willing to use a

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resource to make sure they avoid the high-risk behavior of drunk driving. We also have to
make sure that they continue to use the safe ride program and aren’t relapsing into
drinking and driving their own cars. We will continue to educate students on the dangers
of drunk driving and the ways of prevention that are offered for them at Shenandoah
University.
If we are able to have students get in the habit of using the safe ride program then
we are able to get them into the maintenance stage. This is the hardest stage to reach but
if we continue our efforts with education and spreading the word of the safe ride
program, we have the ability to make it happen. At this stage we will help keep students
from drinking and driving and hopefully encourage other students to take part in the
movement. We will still have to keep an eye out for relapse but will continue education
and spreading the word about the program to help prevent relapse. We will also be able to
show our students how they have changed the Winchester communities incidence of
drunk driving and the impact it will have on the Shenandoah community as well.
For our program, we will be using the trans theoretical model to help educate and
inform all our students about the dangers of drunk driving and safe ways to avoid this
behavior. We want to take our students all the way from the pre-contemplation stage all
the way to the maintenance stage. By influencing the students at each level of change
they are in, we can assure a safer community and make the Shenandoah community a
better and healthier place.

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Figure 1

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IV. Intervention Plan
Drunk Driving is one of the most serious, dangerous, and prevalent problems in
college age students in the United States. Many colleges and universities across the
country are targeting this problem by developing intervention programs that take place on
campus and encourage students to abolish this behavior. Shenandoah University does not
currently have a program dedicated toward attacking the epidemic of drunk driving, and
the “Take A Ride, Save A Life” program is intended to address that problem. The
intervention program will include both an educational and an environmental component.
The following outline is meant to give an overview of the specific components of “Take
A Ride, Save a Life” and how this program will encourage change on this campus.
GOAL ONE: Increase Awareness of the risks of drunk driving among
Shenandoah University students
The first goal of the program is to educate and increase awareness of drunk
driving and the risks associated. This is primarily targeted toward those students who are
in the pre-contemplation stage and contemplation stage of the Trans theoretical model
(TTM). These students are not aware that they are at risk, due to either lack of education
about the issue or they tried to change their behavior once before and failed. The
educational component will consist of an iMovie presentation and a required workshop
partnered with Residence Life.
The iMovie will be shown to all freshman students during their week one
orientation in late August, the first week of classes. It will be a short (5 min or less) video
that is designed to increase awareness of drunk driving as an issue, to let students know
that there is a program on campus targeting the issue, to make aware a Safe Ride program

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is available, and finally to reach the maximum number of freshman students possible (see
Appendix 1). Research shows that college students respond better to short, quick bits of
information as well as with technology versus lectures done by professors (Bingham et
al, 2010). The video will be made by students for the students, because students hear
enough lectures from parents and teachers, and we want the students to know that this is a
mission that their own community wants. The video will consist of an introduction in
which we highlight drunk driving as a problem, a mid-section in which various members
of Shenandoah University will be shown reciting the affirmation statement “My name is
____ and I choose NOT to drink and drive,” and a conclusion in which a brief
advertisement about the safe ride program is shown. The members reciting the slogan
will be the “celebrities” of Shenandoah, including the student government association
president, the athletic team captains, the student res life staff and more.
According to a drinking and driving study done by the University of Michigan,
educational programs can be effective at reducing drunk driving in college students. In
the educational program done at the University of Michigan, there was a 77% retention
rate showing that students are willing to receive information about health problems
(Bingham et al, 2010). The educational program fulfills objectives 1, 2, & 3 because we
are teaching the students the facts about drinking, such as how many drinks it takes
before a person is unable to drive and how alcohol consumption differs between a male
and female. We want our students to be safe when they go out and know about the ways
they can stay safe if they are going to be consuming alcohol away from their home or
dorms.

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We will partner with the Residence life staff for this workshop so we are able to
reach all on-campus freshman students. Additionally, this collaboration with Residence
Life will meet some of their educational goals for provision of residential programs. Our
Residence Life component will initially target freshman students; therefore, as the
program progresses each class year will have attended the program once. The rest of the
intervention program will be targeted towards all Shenandoah students. The Residence
Life workshop will include training of Residence Life Staff prior to the fall semester
during their summer RA training. The program will then be given during their second
week on campus, as college students are most vulnerable to behavior change during their
first semester in college. Our program will consist of a short interactive presentation
directed at the residents about the risks and consequences of drunk driving and different
safety features we want to provide them. After we talk with the residents, we would like
to have a simulation for them to experience the effects of alcohol in a safe environment.
Students will wear fatal vision goggles and walk through an obstacle course with cones to
see how well they can walk while under the influence. This simulation will occur in a
safe environment but it will help the residents to realize how difficult it is to maneuver a
simple task when they are under the influence. Likely the students will have difficulties
attempting to walk with the fatal goggles, showing the students how dangerous it would
be for them to try and operate a motor vehicle.
A study done by the Southern Illinois University assessed the effectiveness of
fatal vision goggles on student’s behavior and found that all students who had a chance to
wear the glasses versus observing others wearing them reported a decrease in favorable
attitudes toward drinking and driving (Jewell et al, 2004). We want this to really show

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the residents how at risk they are of the dangers of drunk driving by allowing each of
them to experience the goggles and to encourage them to use other options, like the safe
ride program we will provide. An educational program with Residence Life will be given
twice in the semester to the students, once at the beginning shortly after they have viewed
the iMovie as the primary form of education about drunk driving and to encourage usage
of the Safe Ride vehicle, and then again at the end of the semester to assess the student’s
knowledge and get feedback on the safe ride program. The program at the end of the
semester is strictly for evaluation purposes and is not targeted toward behavior change.
The goal is to get feedback from the students to see if they utilized the “Take A Ride,
Save A Life” Bus and if they changed their drunk driving behavior since the first
program was given.
GOAL TWO: To Reduce the Rates of Drinking and Driving among Shenandoah
University Students
The second goal of the program is to encourage behavior change: to reduce the
rates of drinking and driving in Shenandoah college students. This part of the program is
targeted toward the students who are in the preparation and action phase of the TTM,
ready to change their behavior and need an environment that supports this change.
According to a study done at the University of Wyoming “college students tend to oppose
restrictive alcohol policies but endorse prevention efforts that allow students to exercise
responsibility (Giek et al, 2010).” College students respond better to options to help them
achieve healthier behavior versus merely telling them not to take part in at risk behavior.
The Safe Ride program is grounded in this value system within the target population. The
Safe Ride program will give students a safer alternative to drunk driving and gives them a

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choice that will be affordable and simple for them to use (versus taxis, public
transportation, and designated drivers which can be expensive or unsafe).
The Safe Ride program will be launched with a partnership between the
Department of Public Safety (DPS) at Shenandoah University and the “Take A Ride,
Save A Life” program. The Safe Ride will be a shuttle van that will run on Friday and
Saturday evenings between the Apple Blossom Walking Mall (where the majority of off-
campus bars/clubs are located) in downtown Winchester and the Department of Public
Safety, located just outside of the Brandt Student Center on Shenandoah’s Main Campus.
It will run on the hour from 11PM to 2AM and will also respond to phone calls for those
who are ready to depart off the hour, or for those needing transportation from elsewhere
(a person’s house). The Safe Ride van will be operated by an approved DPS employee
who has attended the necessary training to transport students. In order to be eligible for
the ride, students must show a Shenandoah University ID card. The van driver will not
record names and ages, therefore all SU students are eligible to ride, regardless of age.
We don’t want to turn away underage students who may have already engaged in one
high risk behavior (drinking alcohol) and then have them engage in another (drunk
driving) because they are worried about the legal consequences. The van ride will be
funded through Shenandoah University, so it will be free for students to use. The Safe
Ride program will run a preliminary trial period for the first Fall Semester that the
program is operating, in order to evaluate effectiveness.
In addition to the Safe Ride program, a poster campaign will also be in effect.
According to a social marketing campaign study done at the University of Mississippi,
half of the student body viewed a specific poster targeting drunk driving on campus and

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41% stated viewing the posters influenced their behavior (Bass et al, 2008). This study
shows posters to be an effective tool to market and encourage behavior change while also
being a non-invasive, relatively low-cost method that can reach a large number of people
very quickly. Our poster campaign will consist of an advertisement of the Safe Ride
program, including the hours and days available and the phone number as well as a
picture of an SU student and the slogan “I choose NOT to drink and drive (See
Appendices 3 and 4).” Partnering with the local bars in downtown Winchester, the
posters will be displayed in the men’s and women’s toilets at the bars. The posters will
also be placed around the SU campus, on the bulletin boards in the mailroom, the doors
in the graduate upperclassman housing (Romine, East Campus Commons, and Edwards)
and a poster outside of the DPS. The posters will allow students to view the phone
number of the Safe Ride, coinciding with our second objective of our second goal; that
students will know how to reach the safe ride program. This hands-on intervention
program is designed to give students a healthier alternative to drunk driving, and to
eliminate the presence of drunk driving on Shenandoah’s campus.
In addition to the posters as a marketing and educational tool, we are launching a
“Take A Ride, Save A Life” Facebook page. The Facebook page will be formatted as a
“group page” and will invite all Shenandoah students that have a Facebook account (See
Appendix 2). The Facebook page will have all the logistical information about the Safe
Ride, including the call-in phone number, and the hours and days of the van operation.
The Facebook page will also be used as an educational tool. Every week, the “Take A
Ride, Save a Life” staff will be responsible for posting a drunk driving fact on the page,
which will appear as a notification on the student’s personal homepages. An example of

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an appropriate fact would be: “44% of all college students have admitted to drinking and
driving. Be smart Shenandoah and utilize the Safe Ride Van.” Social Media is a cost-
effective way to reach a large number of students, and will be an effective tool for our
Safe Ride program.
Our intervention program will consist of five different components, the video
during Welcome Week, Residence Life workshop with a simulation, a safe ride program,
a poster campaign, and the Facebook page (see Figure 2). We want to hit all fields of
learning by showing videos, having personal conversations with the students, posters for
students to see, and providing them an alternative choice for healthier behavior (see
Figure 3). We also know that it takes multiple avenues of getting students to take action
and use the services we would like to provide them. We aim to change the actions of our
students and encourage them to use the “Take A Ride, Save A Life” program we have to
offer. We want to encourage our students to be safe and provide the environment that will
make Shenandoah University a healthier and safer community.
Figure 2

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Intervention Logic Model
Inputs OUTPUTS OUTCOMES
Educational Materials
(posters, videos, Facebook)
Funding
Personnel
(DPS, Residence life, Local
bars)
RA program
(Two Fall semester)
Video to show during
Welcome Week
Posters placed around
campus
Getting safe ride program
for all students (Friday-
Saturday)
Facebook Page
Students will know risk
factors associated with
drunk driving.
Students will know the
number of drinks that makes
them unable to drive
Students will know hours
and phone number of safe
ride program
Students will use safe ride
program
Figure 3

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V. Evaluation Plan
Evaluation is a necessity in public health programs. Evaluation provides feedback
on what went right and what went wrong, it provides hard data in which to show success,
and it gives credibility to the program planners when looking to expand or grow their
program. The “Take a Ride, Save a Life” program, therefore, has a well drawn-out
evaluation plan that will assess each objective of the intervention program (see Figure 4).
Goal One: Increase Awareness of the Risks of Drunk Driving Among
Shenandoah University Students
Objective One: The “Take A Ride, Save A Life” staff will train the Residence
Life staff during Summer Resident Assistant Training on the dangers of drinking and
driving, goals of our program, and how to facilitate workshops
The first goal of the “Take a Ride, Save a Life” program is to increase awareness
of drunk driving and its risks through an educational program. The objectives therefore
are primarily associated with students learning an aspect of knowledge about drunk
driving. Our process objective is to train all the residence life staff during their summer
RA training by the “Take A Ride, Save A Life” staff so that they may assist during the
residence life programs and so that they can guide their students throughout the semester.
We will evaluate this by keeping a log of the training dates and times, as well as the
curriculum that was taught. We will also record feedback from the residence life staff at
the end of the training session on what was helpful and what they think can be improved.
We want to make sure we work with the staff and not just direct lessons at them.

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Objective Two: After attending the Residence Life workshop, 75 % of SU
freshman will be able to list 2 consequences associated with drunk driving
Objective Three: After attending the Residence Life workshop, 50% of SU
freshman will know how many drinks it takes for them to become unable to drive safely
As part of the educational program, we want our students to learn at least 2
consequences associated with drunk driving (objective 1) and the number of drinks it
takes for them to be unable to drive safely (objective 2). To evaluate whether the students
learn these from our program, we will give the students a baseline survey at the first
Residence Life program held during week two of the semester. The majority of all
freshmen should be present at this program because it will be a mandatory program for
the students. The baseline survey will include questions such as “Which age group is
most at risk for the consequences of drunk driving?” and “How long does it take for a
female to be safe to drive after consumption of one drink (glass of wine, one beer, one
shot)?” as well as “How often do you consume alcohol?” and “Have you ever driven a
vehicle after consuming alcohol?” This survey will show the mindset and behavior of the
students before they are exposed to the primary part of our intervention program. The
students will be given the survey before the workshop begins and then the questions on
the survey will be answered and taught during the program.
The students will be then exposed to our intervention throughout the semester,
including our poster campaign, our educational facebook page, and our safe ride van
throughout the semester. One week before finals, the students will attend another

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mandatory meeting in which another survey will be administered asking the same
questions. The students will first be asked if they consumed alcohol throughout the
semester, and if not will not have to complete the parts of the survey relevant to the safe
ride. The students will also be asked if they utilized the safe ride van throughout the
semester and why or why not, as well as if they know where to look for the phone
number of the van. Students that were surveyed at the first meeting and failed to attend
the second, will be emailed the follow-up survey. The survey will be used to see if the
students’ attitude and behavior changed after being exposed to our intervention.
Objective Four: After observing the Video, Posters, and/or Facebook page, 75%
of college students will recognize that they are at risk of the dangers associated with
drunk driving
The college students that are not freshman and do not live in residence halls will
also have access to our intervention, specifically the video, posters, and the Facebook
page. To evaluate their behavior change and assess knowledge, these students will be
emailed a follow-up survey. The freshman on campus students will be excluded from this
email, to not overload students with surveys. This survey will be the same as the follow
up survey given to the freshman, however because they did not have a baseline survey so
they will be asked if they observed the facebook page, the safe ride van, or the posters.
Therefore we will know if they are aware of drunk driving risks, but did not notice any
aspects of our program then we are not responsible for their knowledge gain. Eventually
as the program progresses, all students will have been surveyed at least once (as each

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freshman class graduates). The evaluation process will be much easier, because we will
not have to administer separate surveys to the different students.
Goal Two: To reduce the rates of drinking and driving among Shenandoah
University students
Objective One: To implement a pilot phase of the Safe Ride Van for SU students
for the month of September to assess usage and evaluate weakness
The second goal of the program is to reduce the rates of drinking and driving,
primarily through education and by providing and alternative for the student. Our process
objective is to implement a pilot phase of the Safe Ride Van rides, to assess the
convenience of the van, and the usage during the first month. We want to know whether
students know about the van and whether they are using it to determine if we will
continue the pilot schedule. A Facebook message will be sent to all the Facebook
followers after the pilot phase reminding students of the van and its purpose. At the
conclusion of the pilot phase, the program staff and the department of public safety staff
will have a meeting in which the pilot phase is evaluated and dates, times, and minutes of
that meeting will be recorded.
Objective Two: By providing and effectively promoting a safe ride program
after three months, half our student body will be aware and able to identify the location of
the hours and call-in number of the safe ride van

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The assessment of whether the student body is aware that the Safe Ride exists and
know how to locate the hours and numbers, will be included in the follow-up surveys
previously mentioned. In both the follow-up survey given to the freshman, and the survey
emailed to the campus body, questions asked will include “Are you aware that
Shenandoah University has been offering a Safe Ride Van for the past semester?” and
“Do you know where to locate the hours, days, and call-in phone number for the safe ride
van?”
Objective Three: After 3 months of the safe ride program, 25% of our on campus
student body will have used the safe ride system at least once.
We will evaluate the prevalence of van usage by having the van drivers keep a
tally of how many students they pick up during each time slot and then a tally of the
number of students who called after hours to get a ride. We also want to make sure that
our van driver is staying on schedule with pick ups so we will have the van driver keep a
record of the times and days that the van is used. This record will be kept in the
Department of Public Safety at the end of each shift.
These evaluations will help us to see how well our program is going and what we
can do to improve the program and make students more aware of the van rides. The
“Take A Ride, Save A Life’ committee will be meeting one day during finals week of the
semester after all the follow-up surveys have been completed to evaluate the program.
The committee will look at all the different forms of evaluation and come to a conclusion

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on whether to continue the program into the following semester and what
improvements/revisions can be made. Results will also be sent to school administrators
and stakeholders to create new partnerships and help the program grow. The goal is to
create a successful program and improve it each semester to make the school a safer
place.
Objectives Process
OR
Impact
Measurement Method
Goal One: Increase awareness of the
risks of drunk driving among
Shenandoah University students
The “Take A Ride, Save a Life” staff
will train the Resident Directors during
Summer RA training on dangers of
drinking and driving, goals of our
program, and how to facilitate
workshops
Process Training Log kept with dates and
times of training in summer, as well as
curriculum; feedback recorded from
residence life staff
After attending the Residence Life
workshop, 75 % of SU freshman will
be able to list 2 consequences
associated with drunk driving
Impact Surveys administered at Residence
Life workshop and then administered
3 months later to same group of
people
After attending the RA program, 50%
of SU freshman will know how many
drinks it takes for them to become
unable to drive safely
Impact Survey administered at Res Life
program program and then 3 months
later to same group of people
After observing the Video, Posters,
and/or Facebook Page, 75% of college
students will admit that they are at risk
of the dangers associated with drunk
driving
Impact Mass Survey given to student Body
excluding on-campus Freshman

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Goal Two: To reduce the rates of
drinking and driving among
Shenandoah University students
To implement a pilot phase of the Safe
Ride Van for SU for the month of
September to assess usage and evaluate
weakness
Process Van Driver signs in and out each time
Van is used, and calls are tracked.
“Take A ride” Committee holds
meeting one week after pilot phase to
evaluate usage. Minutes for meeting
recorded
After three months of providing and
effectively promoting a safe ride
program, half our student body will be
aware and able to identify the location
of the hours and call-in number of the
safe ride van
Impact Follow-up Survey given to freshman;
Mass Survey given to student body
excluding on-campus freshman
After 3 months of the safe ride
program, 25% of our student body
alcohol drinkers will have used the safe
ride system at least once
Impact Van Driver tracks users that are
riding. Both freshman follow-up
survey & Mass Survey tracks return
users.
Figure 4

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VI. Bibliography
Bass, Martha A., & Keathley, Rosanne. (2008). Effectiveness of a Social Norms
Marketing Campaign on a University Campus. American Journal of Health
Studies. 23 (4) 173-178. Retrieved From ScienceDirect.
Beck, Kenneth H., Arria, Amelia M., Caldeira, Kimberly M., Vincent, Kathryn B.,
O’Grady, Kevin E., & Wish, Eric D. (2008). Social Context of Drinking and
Alcohol Problems Among College Students. American Journal of Health
Behavior, 32(4) 420-430. Retrieved From EBSCOhost.
Bingham, C. Raymond, Barretto, Andrea Ippel, Walton, Maureen A., Bryant,
Christopher M., Shope, Jean T., & Raghunathan, Trivellore E. (2010). Efficacy
of a Web-Based, Tailored, Alcohol Prevention/Intervention Program for
College Students: Initial Findings. Journal of American College Health, 58 (4)
349-356. Retrieved From CINAHL.
Centers For Disease Control and Prevention. (2013). Teen Drinking and
Driving. Retrieved From: http://www.cdc.gov/vitalsigns/TeenDrinkingandDrivng
Gieck, D.J., & Slagle David M. (2010). Examination of a University-Affiliated Safe Ride
Program. Journal of Alcohol & Drug Education, 54(1) 37-55. Retrieved From
CINAHIL.
Jewell, Jeremy, Hupp, Stephen, & Luttrell, Greg. (2004). The Effectiveness of Fatal
Vision Goggles: Disentangling Experiential Versus Onlooker Effects. Journal of
Drug and Alcohol Education. 48 ( ) 63-84. Retrieved From CINAHIL.
LaBrie, Joseph W., Kenney, Shannon R., Mirza, Tehniat, & Lac, Andrew. (2011).
Identifying factors that increase the likelihood of driving after drinking
among college students. Accident Analysis and Prevention, 43 (4) 1371-
1377. Retrieved From ScienceDirect.
Perkins, H. Wesley, Linkenbach, Jeffrey W., Lewis, Melissa A., & Neighbors,
Clayton. (2010). Effectiveness of social norms media marketing in
reducing drinking and driving: A statewide campaign.
Reducing Alcohol-Impaired Driving: School Based Programs. (2011). The Community
Guide: The Guide to Community Preventive Services. Retrieved From:
http://www.thecommunityguide.org/mvoi/AID/school-based.html
Timmerman, Mary Ann, Geller, E. Scott, Glindemann, Kent E., & Fournier, Angela K.
(2002). Do the Designated Drivers of College Students Stay Sober? Journal of
Safety Research, 34 (2) 127-133. Retrieved From ScienceDirect.
U.S. Department of Health and Human Services. (2013). Office of Disease Prevention

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and Health Promotion. Healthy People 2020. Washington, DC. Retrieved From:
http://www.healthypeople.gov/2020/faqs.aspx#g

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VII. Appendices
Appendix 1
Link to iMovie on Youtube:
http://youtu.be/mGrNtFzS25w
Appendix 2
Link to Facebook Page:
https://www.facebook.com/TakeARideSaveALife?ref=hl

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Appendix 3

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Appendix 4