Application to Do Curriculum Infusion SEACC Prevention Grant 3

Curriculum Infusion

Table of Contents

Information Sheet for Faculty on Curriculum Infusion 1 - 2 from April Anderson, SEACC Prevention Coordinator

Application to do Curriculum Infusion SEACC Prevention Grant 3

ARTS AND SCIENCES: Anthropology, Economics, English, Geography, 4 - 5 History, Journalism, Philosophy, Political Science, Psychology, Social Sciences, Statistics, Theater & Women’s Studies

BUSINESS AND TECHNOLOGY: 6 Advertising and Marketing & Business and Management

EDUCATION: Education 6

Additional Resources (books, websites, etc.) 7

Curriculum Infusion Pre-Post Test Survey (Given to Students) 8 – 9

Faculty Obtaining Curriculum Infusion Stipend Form (to receive $500) 10

Summary of BHSU Student Core Survey Data - August 2008 11 - 13 CI Packet 2

BHSU Student Engagement and Community Collaboration for Prevention Grant (SEACC Prevention) Information Sheet for Faculty on Curriculum Infusion

What is Curriculum Infusion? Faculty integrates information and issues related to alcohol use and prevention of high risk use of alcohol into their classes.

Purpose of SEACC Prevention Grant Curriculum Infusion:  Increase awareness of consequences of alcohol abuse, underage alcohol use and alcohol related convictions.  Increase exposure to and awareness of students to prevention issues and campus specific alcohol use data.  Use faculty’s positive influence and role model combined with prevention information to influence the students to make wise choices about alcohol use.

Curriculum Infusion-- Key Points:  Ten $500 stipends will be given/school year.  $500 stipend/course paid to instructor.  Faculty Training in Curriculum Infusion.  Pre-Post Test survey administered to students in the CI courses. (research evaluation)  Twenty minute interview with CI faculty after course is infused. (research evaluation)  Posters/materials developed in class projects may be used in campus prevention.  Faculty—to apply contact April Anderson for a complete packet.

Steps to do Curriculum Infusion and receive the stipend:  Before Curriculum Infusion: 1. Fill out an Application for Curriculum Infusion 2. Attend a short informational session on curriculum infusion. 3. Have students complete pre-test survey—results to April Anderson.  After Curriculum Infusion and to receive $500 stipend: 1. Do a post survey with students—results to April Anderson. (same form as pre) 2. Complete Faculty Stipend Form—this is the form to obtain $500. 3. Complete a 20 minute interview about the Curriculum Infusion experience.

Ways SEACC Prevention staff can help: Provide statistical data from local campus survey and national statistics, offer training in curriculum infusion, and being available to offer support or answer questions.

Benefits for Faculty:  Increase knowledge of alcohol abuse prevention and related issues.  Receive a $500 stipend.  Increases class performance for students who avoid alcohol abuse.  Incorporating healthy choices/prevention concepts into curriculum brings developmentally relevant information to students making critical life choices. CI Packet 3  Contribute to the campus community’s efforts in combating alcohol problems

Theoretical Basis: *Social Norms Theory *Environmental Strategies Model *Campus Community Coalition Model

Methods: Factual, non-directive and non-judgmental manner, where students actively involved with healthy choices/prevention materials learn wise decision-making about alcohol use.

To obtain necessary forms, return forms or answers to questions about SEACC Prevention Grant Curriculum Infusion please contact: April Anderson Student Engagement and Community Collaboration Prevention Grant SEACC (Say Seek) Prevention Black Hills State University 1200 University St. Unit 9072 Spearfish, SD 57799-9072 Fax: (605) 642-6956 Phone (605) 642-6928 [email protected] CI Packet 4

APPLICATION TO DO CURRICULUM INFUSION SEACC PREVENTION GRANT BLACK HILLS STATE UNIVERSITY (This form to inform us you wish to do Curriculum Infusion of prevention information)

Faculty name______Date______

College (underline one): Arts & Sciences Business & Technology Education

Department: ______

Campus Phone # ______Email: ______

Course Name & Number and semester/year for implementation:

Approximate Number of students who will be impacted: ______

Return this completed form to: April Anderson [email protected] SU120A Unit 9072

______Approval Signature—Dr. James Fleming CI Packet 5 The following are a list of recommended activities on alcohol & related issues that can be incorporated into any syllabus, listed by area of discipline.

ARTS AND SCIENCES

ANTHROPOLOGY  Discuss the impact of culture on trends in the use and abuse of alcohol and other drugs; consider cross-cultural similarities as well as differences in substance use.

ECONOMICS  Calculate the cost to society of drug abuse for various substances (alcohol, stimulants, designer drugs, hallucinogens, marijuana, nicotine, etc.).  Estimate the economic effects of the legalization of abused drugs.  Have the students research the costs for a family that has a drug problem.

ENGLISH  Survey alcoholism and other drug abuses in literature.  Examine the negative effects of alcohol or other drug abuses on the writing careers of authors such as Dylan Thomas, Edgar Allen Poe, Hemingway, and the Rossettis'.

GEOGRAPHY  Examine possible patterns in the use and abuse of alcohol and other drugs as a function of geography.

HISTORY  Examine the history of the abuse of alcohol and other drugs in specific periods of history, especially in U.S. history.  Examine the history of the abuse of alcohol in the U.S., emphasizing the legislative and legal aspects. Find out the history behind different types of drugs for example: prohibition.

JOURNALISM  Report on recent local news coverage of stories in which drug abuse was a factor.  Design a community program to combat drug abuse: include budget, time line, strategy, news releases, media kits, and brochures.

PHILOSOPHY  Examine the rights of a society to regulate personal use of alcohol and other drugs.  Examine the philosophical/ethical issues of people receiving organ transplants when their organs have failed due to drug and/or alcohol use/abuse.

POLITICAL SCIENCE  Examine how the alcohol, tobacco, opiate, and cocaine sectors have affected political campaigns through money and media.  Examine how the use of illicit drugs has affected candidates for public office.  Examine the role of drug policies in U.S. relations with other countries.  Explore the political processes involved in the formation and enforcement of laws governing alcohol and other drug use (see also Social Sciences). CI Packet 6 PSYCHOLOGY  Instruct students to calculate an individual's blood alcohol content (BAC) and understand the likely physical and behavioral effects of increasing levels of BAC.  Discuss the personal and environmental risk factors associated with the development of alcohol or other drug abuse.  Examine the controversial concept of the "addictive personality".  Apply social psychological concepts such as reactance and persuasive techniques to substance abuse prevention.  Distinguish between the diagnostic signs of alcohol and other drug abuses and those of alcohol and other drug dependence.  See DSM-IV cited under General References. Review the complications in treating individuals with dual diagnoses.  Compare the various interventions (e.g. medical, behavioral, cognitive, family and group therapies, and self-help groups such as Alcoholics Anonymous) for alcohol and other drug abuse and dependences.

SOCIAL SCIENCES  Examine substance abuse as a criminal justice issue (i.e. the involvement of drugs and alcohol in crimes either by the person committing the crime or in their family).  Compare the incidence of alcohol and other drug abuse among students who are working their way through school.

STATISTICS  Use statistical techniques such as graph, correlations, inferential tests of significance, etc., to examine various economic, historical, sociological, and political aspects of drug abuse.

THEATER  Discuss the role of alcohol and other drugs in the plots of plays such as Who's Afraid of Virginia Woolf? And Days of Wine and Roses (as well as more contemporary plays in which alcohol and other drugs play a prominent part).  Write short plays incorporating alcohol and other drug-related themes (e.g. growing up as a child of an alcoholic).

WOMEN'S STUDIES  Discuss the history and sociology of drug abuse by women as well as treatment methods for women who are drug abusers.  Examine the differences in the effects of substances on women and men as well as the lower overall incidence of substance abuse among women.  Address the role of alcohol and other drug abuses in acts of violence against women, including rape and battering. CI Packet 7 BUSINESS AND TECHNOLOGY

ADVERTISING AND MARKETING  Market research techniques could be used by students in conducting a study of factors predicting college students purchasing of various types and brands of alcohol.  Develop, conduct, and analyze a plan to market the elimination of drug abuse on a College Campus.  Research the legal and ethical issues in the marketing of alcohol and tobacco, especially to underage consumers and target groups such as African Americans and women.  Have the students discuss what happens in the workplace and the effects of doing drugs or having an alcohol problem (i.e. sick days, tardiness, health care, work quality).

BUSINESS AND MANAGEMENT  Address as human resource management issues the relevance of managers becoming familiar with warning signs of substance abuse problems in employees.  Assign students the task of developing an employee assistance program to provide assistance for employees with substance-related problems (which could prove cost effective for the company as well).  In the context of discussing or practicing problem-solving and assertiveness skills (relevant to effective management), note the application of these skills to social situations in which pressure to drink excessively or use elicit drugs may be present.

EDUCATION

EDUCATION  Examine the learning and behavioral problems associated with children born with fetal alcohol syndrome (FAS) and the effects of the mother's use of other drugs such as cocaine.  Compare the incidence of alcohol and other drug abuses among students who are working their way through school and those who do not work.  Design developmentally appropriate prevention programs for elementary and secondary students. CI Packet 8 ADDITIONAL RESOURCES

Curriculum Infusion: http://www.virginia.edu/case/faculty/curriculum.html

National Institute on Alcohol Abuse and Alcoholism Publication: http://pubs.niaaa.nih.gov/publications/arh284/toc28-4.htm

Journal of Studies on Alcohol: http://www.collegedrinkingprevention.gov/SupportingResearch/papers.aspx

The “Alcohol Inquirer”: http://academic.hws.edu/alcohol/Alcoholinq/frontpage.htm

Blood Alcohol Content Education and DWI Prevention http://www.centurycouncil.org/gallery/bae.cfm

College Student's Guide to Drinking: a guide to prepare students for the countless college drinking decisions ahead. http://www.glness.com/ndhs/

Facts on Tap: Resource for the college experience, alcohol and the unique needs of college age children of alcoholics http://www.factsontap.org/

Higher Education Center for Alcohol and Other Drug Prevention http://www.edc.org/hec/

Syracuse University Substance Abuse Prevention and Health Enhancement: A comprehensive social health education resource for students, faculty and staff http://sumweb.syr.edu/health/

Had Enough: A peer based student initiative for those who have had enough with substance abuse on their college campuses http://www.HadEnough.org/

The Student Source: Resource for information for class assignments, treatment, advocacy etc. http://www.edc.org/hec/students/

ALCOHOLICS ANONYMOUS: Support groups for recovering alcoholics and those who want to abstain from alcohol. http://www.aa.org

NATIONAL ASSOCIATION FOR CHILDREN OF ALCOHOLICS: Information and educational materials for children of alcoholics and professionals. http://www.health.org/nacoa/

NATIONAL COUNCIL ON ALCOHOLISM AND DRUG DEPENDENCE: Information and referrals, public education, and advocacy. http://www.ncadd.org

RATIONAL RECOVERY SYSTEMS: Recovery program that is neither spiritually or psychologically based. http://www.rational.org/recovery

NATIONAL CLEARINGHOUSE FOR ALCOHOL AND DRUG INFORMATION: Educational materials and information. http://www.health.org CI Packet 9 Black Hills State University Department of Education Grant Student Engagement and Community Collaboration for Prevention Curriculum Infusion Pre-Post Test Survey

You must be at least 18 years old to participate in this survey. The purpose of this survey is to obtain information regarding substance use at Black Hills State University (BHSU). This is one component of a Department of Education Grant by BHSU. Some of the goals of this grant are to reduce alcohol use by underage students and to reduce high risk drinking among college students. The Minnesota Institute of Public Health (MIPH), the outside evaluator for the grant, will analyze the completed surveys. Results will be used to help assess how information in courses like this one impact substance use and knowledge about substance use at BHSU. The information will also be used by MIPH to complete reports related to the grant. This survey will take approximately 5 – 10 minutes to complete. There are no identified benefits associated with completing this survey. There are several questions on the survey regarding substance use. To protect your information, the responses to the following questions are confidential. Do not put your name anywhere on this questionnaire. Our reports will be written in a way that individual answers cannot be connected to a person. While it is important to obtain information from all members of your class, your participation in this survey is voluntary and you can skip any questions you do not want to answer. Please circle the one option that best answers each question. Place your completed survey in the envelope provided by your professor.

1) How knowledgeable are you about alcohol use by Black Hills State University (BHSU) Students? 1. Not at all knowledgeable 2. Not very knowledgeable 3. Somewhat knowledgeable 4. Very knowledgeable

2) How knowledgeable are you about illegal drug use by BHSU Students? 1. Not at all knowledgeable 2. Not very knowledgeable 3. Somewhat knowledgeable 4. Very knowledgeable

3) How aware are you of student activities on the BHSU campus related to the prevention of substance abuse? 1. Not at all aware 2. Not very aware 3. Somewhat aware 4. Very aware

4) Think back over the past two weeks. How many times have you had five or more drinks* at a sitting? 1. None 2. Once 3. Twice 4. 3 to 5 times 5. 6 to 9 times 6. 10 or more times

5) Average # of alcoholic drinks* you consume a week. 1) 0 Drinks 2) 1 - 2 Drinks 3) 3 – 4 Drinks 4) 5 – 6 Drinks 5) 7 – 8 Drinks 6) 9 – 10 Drinks 7) 11 – 12 Drinks 8) 13 – 14 Drinks 9) 15 – 16 Drinks 10) 17 or more Drinks CI Packet 10 *Drink=a bottle of beer, a glass of wine, a wine cooler, a shot glass of liquor, or a mixed drink 6) How often do you think the average student on the BHSU campus uses alcohol? 1. Never 2. Once a year 3. 6 times a year 4. Once a month 5. Twice a month 6. Once a week 7. 3 times a week 8. 5 times a week 9. Every day

7) How often do you think the average student on the BHSU campus uses tobacco? 1. Never 2. Once a year 3. 6 times a year 4. Once a month 5. Twice a month 6. Once a week 7. 3 times a week 8. 5 times a week 9. Every day

8) How often do you think the average student on the BHSU campus uses marijuana? 1. Never 2. Once a year 3. 6 times a year 4. Once a month 5. Twice a month 6. Once a week 7. 3 times a week 8. 5 times a week 9. Every day

9) How often do you think the average student on the BHSU campus uses all other drugs? (i.e.: cocaine, amphetamines, sedatives, hallucinogens, opiates, inhalants, designer drugs, steroids) 1. Never 2. Once a year 3. 6 times a year 4. Once a month 5. Twice a month 6. Once a week 7. 3 times a week 8. 5 times a week 9. Every day

10) Please indicate your gender. 1. Male 2. Female

11) Please indicate your age. 1. 18 and under 2. 19 – 21 3. 22 – 24 4. 25 – 27 5. 28 – 30 6. 31 and over CI Packet 11 12) Please indicate the name of this course______Thank you! BHSU Student Engagement and Community Collaboration for Prevention Grant (SEACC Prevention) A Department of Education Grant Faculty Obtaining Curriculum Infusion Stipend Form (Please type information—return vie email or hard copy-Thank you)

Faculty Contact Information Name & Dept: ______Date______

Office (Building & Room Number): ______

Phone Numbers: ______

Course Infusion

Course Name and Number: ______Semester/year______

Semester Course Infusion Completed______

What was done to infuse drug/alcohol prevention information into your course? (Include a brief description of how, what topics and number of students involved). Also please include whether they were mainly freshmen, sophomores, juniors, seniors or graduates.

This is the form that will be used to obtain your $500 stipend for curriculum infusion into your course. Questions or need additional information contact April Anderson. Return completed form to: April Anderson Student Engagement and Community Collaboration Prevention Grant SEACC (Say Seek) Prevention Black Hills State University 1200 University St. Unit 9072 Spearfish, SD 57799-9072 Fax: (605) 642-6956 Phone (605) 642-6928

Project Director Signature—Dr. James Fleming Date CI Packet 12 Black Hills State University Student Engagement and Community Collaboration for Prevention (SEACC) Summary of Core Data QuickTim e™ and a TIFF (LZW) decom press or are needed to s ee this picture. August 2008

Introduction In 2007, Black Hills State University (BHSU) received a grant from the US Department of Education to develop and implement campus and community based prevention strategies to reduce underage and high risk drinking. The name of the project is Student Engagement and Community Collaboration for Prevention (SEACC). One component of the project is curriculum infusion. The purpose of curriculum infusion is to incorporate prevention information and data into an environment where students can learn, think about, and use the information in a manner that will encourage good decision making. The goals related to curriculum infusion in the grant include:

1) Students completing courses utilizing Curriculum Infusion of Core Survey data and/or Social Norms and Environmental Management theories will demonstrate a statistically significant increase in the accuracy of their perceptions of campus drug and alcohol use patterns.

2) Students completing courses utilizing Curriculum Infusion of Core Survey data and/or Social Norms and Environmental Management theories will demonstrate a statistically significant decrease in rates of high risk drinking.

The data included in this summary are taken from a Core Survey (Core Institute: http://www.siu.edu/~coreinst/) administered on campus in 2008. This information is being provided to aid in your curriculum infusion planning and instruction.

Methodology Between January 1, 2008 and March 14, 2008, the Core Survey was administered to 347 students at BHSU. Two hundred fourteen (214) of the students completed the survey on-line, while 133 students completed paper copies of the survey. The survey was administered in multiple classes throughout BHSU. While the sample was not random, care was taken to administer the survey to classes that contained a cross section of students. However, the way in which the survey was administered is a limitation and should be taken into consideration when reviewing the data.

Sample Demographics The information below highlights some of the characteristics of the individuals that responded to the survey:

 22.3% freshman  33.8% sophomores  28.0% juniors  14.7% seniors  .3% graduates  .9% other  79% age 18 – 22  67.3% female  64.8% live off campus CI Packet 13  65.6% work part-time or full-time  96.3% full time students  17.1% spend at least 5 hours per month in volunteer work  14.5% actively involved in intercollegiate athletics in the past year  26.1% actively involved in intramural or club sports in the past year  16% actively involved in religious or interfaith groups in the past year  3.9% actively involved in political and social action groups in the past year  7.2% actively involved in music and other performing arts groups in the past year

Findings How aware are students of campus alcohol and drug policies and prevention activities?  86% of students said the campus has alcohol and drug policies  71.2% of students said the campus is concerned about the prevention of drug and alcohol use  27.9% of students said the campus has an alcohol and drug prevention program

What do students think about the environment on the BHSU campus?  52.2% of students strongly agree or agree that they feel valued as a person on campus  63% of students strongly agree or agree that faculty and staff care about them as a student  53.7% of students strongly agree or agree that they have a responsibility to contribute to the well-being of other students  68.4% of students strongly agree or agree that they abide by the university policies and regulations that concern alcohol and other drug use

How often do students think other students are using alcohol and other drugs (perceptions)?  91.7% of students believe the average student on campus uses alcohol once a week or more  81.8% of students believe the average student on campus uses tobacco once a week or more  45.9% of students believe the average student on campus uses marijuana once a week or more  49.3% of students believe the average student on campus uses some form of illegal drug at least once a week

How often do students use alcohol or other drugs (actual use)?  88.4% of students consumed alcohol in the past year  40.7% of students consumed alcohol once a week or more in the past year  68.3% of underage students (younger than 21) consumed alcohol in the previous 30 days  68.5% of students consume an average of 4 or less drinks per week  49.6% of students reported binge drinking in the previous two weeks (five or more drinks in one sitting)  45.6% of students used tobacco in the past year  20.9% of students used tobacco once a week or more in the past year  39.6% of students have never tried tobacco  29.2% of students used marijuana in the past year  10.2% of students used marijuana once a week or more in the past year  10.5% of students have used an illegal drug other than marijuana in the past year  2.9% of students are current users of illegal drugs other than marijuana (30 day use)

During the past thirty days, how often did students report refusing an offer of alcohol or other drugs?  66% of students report refusing an offer of alcohol or drugs one or more times in the past thirty days CI Packet 14

How do students report their friend’s feelings regarding drug and alcohol use?  62.4% of students report that their friends would disapprove if they had five or more drinks at one sitting  68.7% of students report that their friends would disapprove if they smoked marijuana occasionally  83.5% of students report that their friends would disapprove if they smoked marijuana regularly

For more information regarding the Core Survey Data or the Student Engagement and Community Collaboration for Prevention Program (SEACC) contact the coordinator April Anderson at 605-642- 6928.