Give Your Peer Educators Some Credit

1. Give Your Peer Educators Some Credit! Susie Bruce Center for Alcohol and Substance Education (CASE) (434) 924-5276 sbruce@virginia.edu www.virginia.edu/case

2. Alcohol and Drug Abuse Prevention Team (ADAPT) Founded in spring 1999 12 members (varies from 10 to 18) Falls under the Office of the Dean of Students - Center for Alcohol & Substance Education (CASE) Advised by CASE Director and 20 hour/week Graduate Assistant One ADAPT student works 10 hours/week in the CASE office

3. ADAPT Mission ADAPT is dedicated to addressing the issues of alcohol and other drug abuse in the U.Va. community.  As peer educators, we promote awareness, provide educational outreach, and serve as accessible resources for our fellow students.  Our primary purpose is to minimize the abuse of alcohol and other drugs in an effort to promote a healthier environment at our University.

5. ADAPT Projects Educational Outreach Programs Substance Abuse Awareness Week Coordinate all University events for the week before the last home football game Spring Foxfield Races Coordinate student educational efforts Safe Spring Break HOOS Sober weekly listserv 21st Birthday Cards

6. ADAPT Member Selection Completely student-run Potential members complete written application and interview process Group selects 5-8 members each fall in time for students to register for spring training class 2-3 current members serve as recruitment chairs Fall Activities Fair, Hoos-Sober list, Connections email, first year programs, Student Affairs nominations Application Process The basics: year, address, major, how you found out about it Review questions from application/interview How will you contribute to ADAPT? What are you looking to get out of the group? As a peer educator…2-3 current members serve as recruitment chairs Fall Activities Fair, Hoos-Sober list, Connections email, first year programs, Student Affairs nominations Application Process The basics: year, address, major, how you found out about it Review questions from application/interview How will you contribute to ADAPT? What are you looking to get out of the group? As a peer educator…

7. ADAPT Training Previously student-led 4-5 hours total training Some follow-up training for all members (TIPS, CPE, etc.) Discussed idea of pursing academic credit at ADAPT retreat in fall 2001 Contacted School of Education in summer 2002 Chair of the Human Service Department 2-credit course began in spring 2003 Increased to 3-credit course in 2007

8. Course Requirements from the Education School Need to submit detailed syllabus, reading list, description of course expectations and learning outcomes To offer a class in the spring, materials are needed by the previous September Need a teaching faculty sponsor within the department (even if instructors are general faculty) A course can be approved on an “experimental” basis for two semesters, then will need full academic affairs review Submit current syllabus and course evaluations One credit class = 15 contact hours

9. Integrated Course Design (Fink) Four components of this instructional design model: analyze situational factors formulate learning goals design feedback and assessment procedures and select teaching/learning activities

10. Integrated Course Design “In order to teach well, one must be competent in both course design and teacher-student interactions.” - Fink Resources: L. Dee Fink, A Self-Directed Guide to Designing Courses for Significant Learning San Francisco: Jossey-Bass, 2003 Jeanne Martino-McAllister – James Madison University, Office of Substance Abuse Research The model provides clear criteria for determining when a course design is good design. The guide provides worksheets and action questions in three major phases, ultimately creating a significant learning experience. The components of this instructional design: analyze the situational factors, formulate learning goals, design feedback and assessment procedures, and select the teaching/learning activities. This model emphasizes the inter-relatedness of these components. The model provides clear criteria for determining when a course design is good design. The guide provides worksheets and action questions in three major phases, ultimately creating a significant learning experience. The components of this instructional design: analyze the situational factors, formulate learning goals, design feedback and assessment procedures, and select the teaching/learning activities. This model emphasizes the inter-relatedness of these components.

11. Course Description Peer Alcohol Education (EDHS 289) is a specialized training course for students selected to become ADAPT Peer Educators. This class focuses on knowledge, skills & application of college alcohol issues including health promotion theory and alcohol & other drug information. Skills include decision-making, communication, facilitation and presentation. Application includes small group presentations, awareness events, community building and social action. Students must complete all course requirements with a grade of B or better to become a member of ADAPT.

12. Course Objectives At the end of this course, students will… Understand the transtheoretical and social norms health promotion theories Understand the principles of program evaluation Know how to appropriately assist and refer students with alcohol and/or other drug concerns Understand the principles of ethical practice and cultural competency for peer educators Be able to describe the health risks and potential benefits of different quantities and frequency of alcohol and other drug use Have developed and facilitated an effective alcohol and/or other drug presentation to their peers

13. ADAPT Course Content Class meets for 1 hour, 15 minutes twice weekly Health promotion theory – 3 sessions Alcohol, tobacco & other drug info – 11 sessions ACOA and Recovery speakers – 2 sessions Facilitation/presentation & programming skills – 3 sessions Listening, communication, confrontation & referral skills – 4 sessions Cultural competence – 2 sessions U.Va. policy and resources – 1 session Peer educator ethics/reflection – 2 sessions Describe the use of guest speakers – who we intentionally invite and why... Develop relationships with administrators throughout student affairs – identify resources – encourage referral/collaboration Describe the use of guest speakers – who we intentionally invite and why... Develop relationships with administrators throughout student affairs – identify resources – encourage referral/collaboration

14. ADAPT Course Requirements Attendance/participation (28% of total grade) 2 Reaction papers (10%) Midterm exam (15%) In-class presentation (12%) Develop and present an educational program to a peer group (20%) Final reflection paper (15%) Reaction paper topics: AA/NA/Al-anon meeting Professional speaker/ADAPT presentation Reaction paper topics: AA/NA/Al-anon meeting Professional speaker/ADAPT presentation

15. Student Reactions “ I have found this course to be incredibly enlightening and pertinent to my life as a U.Va. student and young adult in our society.” “This course has taught me much more than how to become a peer educator; I have learned to look at myself in a new light and to understand those around me better.” “This course helped me think about who I really am as a person – what defines me.”

16. Student Perceptions of Course Significance Learning new information about alcohol, tobacco and other drugs Learning how to educate Becoming an effective presenter Allows students to correct misperceptions and provide accurate information How to talk with people effectively Asking open-ended questions Body language Allows students to correct misperceptions and provide accurate information How to talk with people effectively Asking open-ended questions Body language

17. EDHS 289 Evaluation 2008significant findings p<.05scale: 1=strongly disagree to 5=strongly agree Include as a full page handoutInclude as a full page handout

19. Lessons Learned Provide detailed guidelines Provide enough time for role-play activities and discussion Check with department to confirm that course will be graded and not pass/fail Remind students to fill out departmental evaluation forms, not just your class evaluation BE FLEXIBLE!!! Dept evaluation allows us to compare our student evals to the average of all Ed school class evalsDept evaluation allows us to compare our student evals to the average of all Ed school class evals

20. Selling the Class To a department: No cost Facilities utilization Trial run To students: Academic credit Organizational standing Career preparation You’re free so it won’t cost anything to start the class They get credit for additional classroom utilization and credit hours Try on experimental basis for 2 semesters To students: Get credit for your training/involvement in the group Strengthen standing of the organization at your school Learn patient education skills for pre-med/nursing students You’re free so it won’t cost anything to start the class They get credit for additional classroom utilization and credit hours Try on experimental basis for 2 semesters To students: Get credit for your training/involvement in the group Strengthen standing of the organization at your school Learn patient education skills for pre-med/nursing students

21. New Directions Enhance students’ presentation skills Role modeling more techniques in class Add another session on presentation skills (one before in-class presentation & one after) Invite U.Va. Police to talk about policies and enforcement/dispel myths Add session on motivational interviewing Ongoing training for the group Make time for a “re-training” retreat on 3-4 outreach topics Presentation skills---have students video tape and evaluate each other (real peer-to-peer!) Make time for a “re-training” retreat on 3-4 outreach topics Presentation skills---have students video tape and evaluate each other (real peer-to-peer!)

22. New Directions Practicum class (EDHS 289-B) An independent study course that applies ATOD knowledge & skills Students can earn 1, 2 or 3 credits Projects vary from Outreach coordinator to Foxfield Education Chair to ACOA program development

23. Practicum Requirements Internship proposal (5%) Monthly progress reports (15%) Attendance/effort (20%) Final report (30%) Intern manual (30%)

24. Questions? Discussion