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
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
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.
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
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
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
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
Integrated Course Design (Fink)
• Four components of this instructional
design model:
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analyze situational factors
formulate learning goals
design feedback and assessment procedures and
select teaching/learning activities
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
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.
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
ADAPT Course Content
• Class meets for 1 hour, 15 minutes twice weekly
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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
ADAPT Course Requirements
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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%)
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.”
Student Perceptions of Course
Significance
• Learning new information about alcohol,
tobacco and other drugs
• Learning how to educate
• Becoming an effective presenter
EDHS 289 Evaluation 2008
significant findings p<.05
scale: 1=strongly disagree to 5=strongly agree
Knowledge of diversity issues
Pretest mean = 2.75
Posttest mean = 3.88
Knowledge about general alcohol
issues
Pretest mean = 2.75
Posttest mean = 4.75
Knowledge of UVA alcohol &
drug related resources
Pretest mean = 2.38
Posttest mean = 4.25
Knowledge of UVA alcohol &
drug related policies
Pretest mean = 3.13
Posttest mean = 4.25
Knowledge of UVA alcohol &
drug related policies
Pretest mean = 3.13
Posttest mean = 4.25
Knowledge of UVA norms for
alcohol & drug use
Pretest mean = 2.63
Posttest mean = 4.88
Ability to share the warning signs
of high risk drinking
Pretest mean = 3.25
Posttest mean = 4.63
Intervening in high risk situation
Pretest mean = 3.25
Posttest mean = 4.13
EDHS 289 Evaluation 2008
significant findings p<.05
scale: 1=strongly disagree to 5=strongly agree
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!!!
Selling the Class
• To a department:
– No cost
– Facilities utilization
– Trial run
• To students:
– Academic credit
– Organizational standing
– Career preparation
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
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
Practicum Requirements
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Internship proposal (5%)
Monthly progress reports (15%)
Attendance/effort (20%)
Final report (30%)
Intern manual (30%)
• Questions?
• Discussion