Transcript Beyond Alcohol: Creating Safe and Supportive Learning Environments

Beyond Alcohol: Creating Safe and
Supportive Learning Environments
Thomas Workman, Ph.D.
American Institutes for Research
A Campus of Competing Concerns
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Hazing, Bullying
Student Exclusion and Isolation
High Risk Drinking
Sexual Violence
Prescription Drug Misuse
Marijuana Use
Student Depression and Suicide
Campus Violence
Student Financial Debt
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An Ecological Approach
 Recognizing the campus
as an ENVIRONMENT
with elements that create
and sustain some
outcomes while inhibiting
others.
 Many student issues
share environmental
elements.
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Standards
& Norms
Physical
Spaces
Practices
& Rituals
Available
Resources
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What is
PRACTICED?
What is NORMAL?
What is EXPECTED?
Environments Foster Outcomes
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The National Center on Safe Supportive Learning
Environments (NCSSLE) is funded by the U.S. Department
of Education’s Office of Safe and Healthy Students and the
U.S. Department of Health and Human Services Substance
Abuse and Mental Health Services Administration (SAMHSA)
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Technical Assistance
Webinars
Resources
Bi-Weekly e-Digest
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SSLE in Higher Ed
 Engagement: Connecting students to meaningful
academic, co-curricular, social, and civic experiences in
ways that internalize the academic experience.
 Safety: Students live and learn without unaccounted risk
of harm.
 Environment: Physical and social spaces across campus
and the surrounding community that encourage or enable
desired outcomes.
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Lessons from College AODV Efforts
 Visible support from top
 RWJF A Matter of Degree
institutional leadership
 US Department of Education
 Data-driven strategic
Model Programs
planning
 The Network Addressing College
 Comprehensive
Alcohol & Other Drug Abuse
application of evidence National College Health
based strategies
Improvement Project (Dartmouth)
 Collaborative efforts
across the campus and
community
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Environmental Strategies Overview
POLICY
Codified standards for
behavior
in the community.
The creation of spaces
and practices that
support standards of
behavior.
EDUCATION
DESIGN
The consistent application
of meaningful
consequences.
Clear and consistent
communication of
standards and
consequences;
knowledge and
skill-building.
ENFORCEMENT
Most U.S. campuses are not there yet.
 Of 569 4-year colleges in
the United States . . .
 34% applied strategies
across key domains
 0% had applied all
available strategies
across key domains
 Few had applied
complementary
strategies that enhanced
outcomes
Toomi, T., Nelson, T, Winters, K. et al. (2013). Characterizing college systems for addressing
student alcohol use: latent class analysis of U.S.. Four-year colleges. Journal of studies on
alcohol and drugs 74(5):777-86.
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Roadmap for IHEs
 Comprehensive data
collection and analysis
 Collaboration across
campus units and sectors
 Consistent messaging on
community standards
 Support for individual
screening, intervention,
treatment, and recovery
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Robert Quinn: Deep Change
Telling Frame
Forcing Frame
Participating
Frame
Transcending
Frame
Quinn, R. (1996). Deep Change: Discovering the Leader Within. Jossey-Bass
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Employing Quinn’s Perspectives
for Environmental Change
Leadership
transcends
current
thinking
across the
system and
encourages
innovation
The Participating Strategy
The Forcing Strategy
The Telling Strategy
TRANSCENDING FRAME
All three
strategy
choices
are viable
when
appropriate
to the
situation
and
objective
System elements to address
 Focus on our process rather than our programs.
 Blend disparate interests of stakeholders toward
common goals and institutional mission.
 Balance resources toward incident management with
prevention.
 Engage students in the process.
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Federal Resources
National Center on Safe Supportive Learning Environments
(NCSSLE)
http://safesupportivelearning.ed.gov/
References
 Butcher, R, Schifferdecker, DE, and Satterlund, T (2013) NCHIP Realist Evaluation Report. Center for
Program Design & Evaluation at Dartmouth.
 DeBerard, M. S., Spielmans, G., Julka, D. Predictors of academic achievement and retention among
college freshmen: a longitudinal study. College Student Journal; Mar 2004, Vol. 38 Issue 1, p66.
 Finley, A. (2011). Connecting the Dots: A Methodological Approach for Assessing Students’ Civic
Engagement and Psychosocial Well-Being. Liberal Education, Vol. 97, No. 2.
http://www.aacu.org/liberaleducation/le-sp11/finley.cfm
 Grizzell, J. (November 18, 2009). Linking Student Health and Wellness to Academic Success and
Retention [webinar].http://sharing.educationdynamics.com/blogs/highereddialog/default.aspx
 Toomi, T., Nelson, T, Winters, K. et al. (2013). Characterizing college systems for addressing student
alcohol use: latent class analysis of u.s. Four-year colleges. Journal of studies on alcohol and
drugs 74(5):777-86.
 Quinn, R. (1996). Deep Change: Discovering the Leader Within. Jossey-Bass.
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