Transcript Alcohol, Wellness Alternatives, Research, & Evaluation (A

Moving toward Division-wide
Learning Outcomes:
A Case Study
Beth McCuskey & Lena Edmunds
University of Wyoming
University of Wyoming
Division of Student Affairs
• Thirteen departments arranged in three clusters:
• Dean of Students/Wellness
• Enrollment Management
• Undergraduate Engagement/Auxiliary
• 13,000 Students
• Land-Grant Mission
Developing Student Learning Outcomes:
Top-Down and Bottom-Up
• Top-down—Departmental directors
developed eight learning outcomes for the
division
• Bottom-up—Each department in the division
determines what outcomes they contribute to
and how they will assess learning
• We meet in the middle
UW Student Learning Outcomes
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Healthy Lifestyle Choices
Appreciation of Individual Differences and Similarities
Critical Thinking
Personal Responsibility
Self-Understanding
Communication
Citizenship
Engagement, Belonging, & Loyalty
Student Affairs
Planning and
Assessment Model
Discusses at
least one
learning
outcome to
which their
department
contributes
Discusses
strategies to
measure their
department’s
contributions to
learning
outcomes
Discusses how
they have
improved their
program/learning
outcome
contributions
based on
assessment
results
Measures their
department’s
contributions to
learning
outcomes and
discusses/analy
zes results
One Example Program
Alcohol, Wellness Alternatives, Research, &
Evaluation (A.W.A.R.E.) Program
• Mission: “The AWARE Program strives to utilize best
practices in providing drug and alcohol education and
prevention programming for the University of Wyoming
campus and community. The AWARE Program
promotes a standard of wellness in regard to healthy
choices surrounding alcohol use and the prevention of
illicit drug use by college students.”
• Addresses alcohol misuse via a 3-in-1 framework
• The university and surrounding community
• The student population as a whole
• The individual student
Individual Student Intervention
• Students referred to AWARE following an
alcohol-related citation
• Student receives 5 hours of individualized and
group education
• Educational content: BAC, standard size drinks,
effects on body, social norms, harm reduction
strategies
Process
Alcohol or Drug Related Incident - Citation
Referred to AWARE Program
Initiate Contact with AWARE/Schedule SUA
Substance Use Assessment (SUA)
Alcohol Edu / Alcohol
Education Seminar
1st time offense
Few alcohol issues
Use not significantly
impairing important areas
of functioning
BASICS
offense
History of alcohol citations
Problematic alcohol-related
behaviors
2nd
Follow-up Survey
Referred to Treatment
Problematic alcohol use
Alcohol/other drug treatment
history
Use impairing important areas of
functioning
Program Evaluation Results
• Reduced frequency of drinking (3.09 to 2.80 days per
week)
• Reduced typical number of drinks (4.51 to 3.75 drinks)
• Reduced peak number of drinks (6.84 to 5.34 drinks)
• Reduced peak Blood Alcohol Levels (.104 to .077 BAC)
• Fewer negative consequences (3.53 to 1.79 negative
consequences)
• Increased harm reduction strategies (23.9 to 24.9 harm
reduction strategies used)
• No treatment differences detected between Alcohol
Education Seminar and Alcohol Edu
Using Data to Develop Program
• Results are consistent with UW
“Harm Reduction” approach
• Continued use of AlcoholEdu
program
• National College Health
Assessment
• Links back to Divisional
Learning Outcomes
Where Do We Go From Here?
• Divisional Level—Look at each learning
outcome to determine what we’re missing.
Incorporate missing elements into the next
planning cycle.
• Departmental Level—Use a rubric to selfevaluate where the department is in the process
and how to move forward for the next planning
cycle.