Division of Student Life and Development

Departmental Annual Report

Department: U-Choose & Impact Programs

FY 2011

Written By: Jennifer TW Johnson

08 Fall

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1. Executive Summary The primary function of the U-Choose program is to provide high-risk alcohol prevention

classes to students. The U-Choose program uses a harm reduction approach to educate students in

fun and interactive ways about alcohol misuse and associated consequences. U-Choose utilizes

techniques based on the Brief Alcohol Screening and Intervention for College Students (BASICS)

(Dimeff, Baer, Kivlaham & Marlatt, 1999). The U-Choose courses involve small group interaction,

which address alcohol effects, personal risk factors, norms clarification, and teach cognitive-

behavioral strategies that can moderate alcohol consumption. The materials typically given out at a

U-Choose program a customized blood alcohol content (BAC) card which we have available in ten

pound increments for each gender and an alcohol poisoning prevention magnet. The U-Choose

presentations are available upon request to present in classrooms or to student organizations. The

program has been presented to Honors Seminar, College 150 classes, and a number of student

groups, including fraternities and sororities, athletes, and employees in Campus Recreation. U-

Choose: Self-Referral classes are offered to students who wish to attend. These classes are offered

approximately four times a semester. Approximately 12 U-Choose classes were taught at St. Cloud

Technical and Community College (SCTCC) in FY 2011. SCTCC does not have the staff or

resources to offer alcohol prevention to their students. The U-Choose program has been presented to

over 5,800 students since its inception in the fall of 2007.

The U-Choose program for sanctioned students is called IMPACT. Students are referred to

IMPACT through student conduct violations involving alcohol. Currently, four levels of IMPACT

are offered. An initial violation of the code involving alcohol usually results in a referral to

IMPACT-I, a second violation to IMPACT-II and so on. IMPACT-M courses are for sanctioned

students with marijuana-related violations. Currently there are two levels of IMPACT-M offered.

IMPACT classes all utilize best practice data driven approaches. Each class utilizes theories of

motivational interviewing, norms clarification, BASICS, and psycho-education. All students are

given the opportunity to critique the class and give feedback to the presenters. The IMPACT classes

also utilize pre and post test data to determine effectiveness.

The City of St. Cloud IMPACT Diversion Program is a collaboration among St. Cloud State

University, the City Attorney’s office, and the St. Cloud Police Department. This program is

designed to offer individuals who have been charged with an underage alcohol violation in the city of

St. Cloud the opportunity to receive education and prevention services in lieu of a fine. These

IMPACT Diversion classes cover the same content as the IMPACT-I and IMPACT-II classes.

Individuals who successfully complete the program will not have the citation entered on their record.

The IMPACT Diversion Program is an example of an environmental best practice initiative. It seeks

to change the overall environment in which our students live. Our students interact, socialize, and

live with similarly aged non-students. This program attempts to decrease high-risk drinking of non-

students, which should change the drinking environment in a healthy direction for our students.

The U-Choose office collaborates with Student Health Services to administer large campus

surveys that address health related issues. In collaboration with the University of Minnesota, the

College Student Health Survey has been administered on campus for five years. The National

College Health Assessment has been administered on campus for approximately six years. These

assessment tools help to gauge alcohol and drug related behavior of our student.

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The St. Cloud Community Alliance (SCCA) was implemented by U-Choose as an effort to

address the issue of high-risk drinking. The primary goal of the coalition is to reduce the incidence

of high-risk drinking and its related negative consequences in the St. Cloud community. In addition

to addressing individual behaviors, the SCCA recognizes that it is critical that the community takes a

collaborative approach to change the campus and community environment in which college students

live and learn. Research suggests that the environment (i.e. the places, policies, and messages which

surround individuals and group) have a direct impact on alcohol consumption. Research has also

demonstrated that changes in the campus and community environment are best implemented by

bringing together the many diverse stakeholders of that community who work collaboratively to find

effective solutions. President Potter and Mayor Kleis are co-chairs of the SCCA. There are

approximately ten members of the community that serve on the Core Team. The Core Team helps to

advise the direction of efforts of the SCCA. The SCCA has over one hundred members that have

been invited to help reduce high-risk drinking and the associated negative impact on our community.

Another component of U-Choose is the Husky Neighbor program. The Husky Neighbors

Program was designed based on work done at The Ohio State University with their University

Ambassadors Program. The Husky Neighbors are St. Cloud State University students who live in the

neighborhoods surrounding campus. These students are responsible for facilitating community

building among student residents in the neighborhoods. The Husky Neighbors act as liaisons by

communicating concerns and other information between the neighborhoods and University. The

Husky Neighbors also plan activities, such as neighborhood picnics, designed to build community

among the residents in the neighborhood, and encourage students to meet each other. When

neighbors know each other, they are more likely to respect each other, be aware of suspicious

persons and potential crime situations, and feel more connected to the neighborhood. The goal of the

Husky Neighbors is to build stronger communities where there is pride for the area in which

residents live and individual residents are socially responsible and exhibit respectful behaviors. This

creates an environment where important issues affecting the community are discussed openly and

honestly.

Campus-wide event programming is an additional element U-Choose provides to do alcohol

prevention. The two main events we participate in are House Party 101 and Blizzardshack Block

Party. House Party 101 has been part of our University Kick-Off programming for the past two years.

This event is collaboration between U-Choose, Center for Student Organizations and Leadership

Development, University Programming Board, Student Government, the St. Cloud Police

Department, and Delta Zeta Sorority. This experiential event places students in a simulated house

party. The students observe high-risk aspects of house parties in different party sense. The U-

Choose facilitators help deconstruct the scene and help students learn methods for decreasing risk

which helps increase safe and protective behaviors. Instead of telling students that drinking games

are dangerous, students actually safely experience the high-risk aspects of drinking games and

interact with U-Choose staff to gain experiential learning. The Blizzardshack Block Party was a

homecoming event (currently a Celebrate! SCSU event). The goal of the program is to create a

collaborative event that would incorporate best practice high-risk alcohol prevention during our

Homecoming week, with the goal of reducing high-risk use of alcohol during a time of traditionally

excessive use. Campus departments, student organizations, and off-campus partners sponsor holes

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on an 18-hole mini-golf course, which is set up on campus. In order to sponsor a hole, the host must

engage students in a high-risk alcohol prevention activity. For example, students are asked to identify

the symptoms of alcohol poisoning or answer alcohol related trivia. If students answer questions

correctly, they are given an advantage on the hole. In addition to the golf course, a number of related

activities draw students to Blizzardshack. A full-sized Ferris wheel, inflatable slide, DJ, fire pits for

gourmet s’mores, professional flair bartenders serving mocktails (fruit flavored syrups and soda) and

performance by the University Sports Band, all bring the “wow” to this alcohol education event.

Blizzardshack was one of the most attended Homecoming events with over one thousand student

participants. In assessing learning outcomes, we found that over 96% of students agreed that they

learned something useful about moderation and risk reduction. In addition, over 62% of participants

indicated that Blizzardshack was their favorite homecoming event (SCSU Homecoming Survey,

2009). Blizzardshack has also contributed to positive campus culture and tradition.

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Summary of Department and Program Goal(s) Accomplishments

2a. Provide data regarding participation/usage, benchmarks, satisfaction

measures, outcomes and other indicators of success

Over the course of FY 2011 we had a total of 694 participants in our U-Choose classes and

1046 participants in our sanctioned classes. IMPACT-I begins with an interactive exploration of why

students drink and the potential negative consequence of high-risk alcohol use. The class then

focuses on basic psycho-education on the effects of alcohol. Students participate in an interactive

“pouring demo” that helps students understand a standard drink. 128 Impact-I classes were offered

throughout the year. 846 eligible diversion participants and students completed Impact-I.

IMPACT-II begins with a review of IMPACT-I content to assess retention and reinforce initial

message. Prior to taking IMPACT-II, students complete a confidential online assessment of their

understanding of their needs for IMPACT-II. IMPACT-II then presents students with a more

sophisticated look at potential problems from alcohol use. We review the research to help students

understand that expectancies can lead to outcomes. Students go through an interactive discussion on

the following topics. 25 Impact-II classes were offered. 136 students completed Impact-II.

IMPACT-III is tailored to the specific student. The initial session begins with review of all

prior incidents involving alcohol and drugs. The student is given a complete psychological intake to

rule out any possible underlying psychological comorbidities which may be present. The student is

also assessed for any dependency/addiction issues along with a complete family history. Students

review with Dr. Reff their perceptions on why they have been sanctioned to three IMPACT classes.

Nine students completed Impact-III. No students took Impact-IV.

IMPACT-M begins with interactive exploration of marijuana as a drug and how it affects

individuals. The class attempts to provide students with accurate information about marijuana

without getting into discussions on legality or myth. The presenters attempt to make a strong link

between academic success, career path, and overall satisfaction with life and the use of marijuana.

The class ends with the “Marijuana Challenge.” Students are challenged to take five weeks and be

completely abstinent and determine if they are better students, have higher quality lives, and better

overall life satisfaction. After about five weeks, the active chemicals should have passed through the

body and the majority of the negative effects should be gone. Note: students may still fail a drug test

after five weeks. 7 Impact-M classes were offered (Note: Many students elect to take this class at a

one-on-one instead of in a group). 44 students completed Impact-M.

IMPACT-MII is tailored to the specific student and is based on reality therapy. The initial

session begins with review of all prior incidents involving alcohol and drugs. The student is given a

complete psychological intake to rule out any possible underlying psychological concerns, which

may be present. The student is also assessed for any dependency/addiction issues along with a

complete family history. Students review with Dr. Reff his or her perceptions on why he or she has

been sanctioned to two IMPACT-M sessions. Note: All of the Impact classes have the option of

being one-on-one appointments with a graduate assistant if the class times offered do not work into

the student’s schedule. One student completed Impact-MII.

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2b. Describe briefly data collection methods

Prior to attending an IMPACT or U-Choose class, students complete an online alcohol

feedback program, the Electronic Check Up and Go (e-CHUG). The e-CHUG assessment instrument

was originally developed at San Diego State University, and provides students with a personalized

alcohol use evaluation which addresses negative behavioral consequences along with modifications

for social norms perceptions. The effectiveness of this instrument has been documented through

several controlled campus studies and is used by over three hundred universities throughout the

world (Walters, Vader, & Harris, 2007).

Immediate feedback data is also collected after every program, using both electronic and paper

surveys. This data is used to gauge student perception of the program as well as their intent to make

positive behavioral changes regarding high-risk alcohol and drug use.

U-Choose collaborates with Student Health Services to administer large campus surveys that

address health related issues. In collaboration with the University of Minnesota, the College Student

Health Survey has been administered on campus for five years. The National College Health

Assessment has been administered on campus for approximately six years. These assessment tools

help to gauge alcohol and drug related behavior of our student.

As described previous, one essential aspect to a social norms marketing program is pre and

posttest data. The social norms projects in the department of residential life, and campus recreation

has produced rich data sets which help the university understand alcohol and drug behaviors. These

data sets also help inform the home department information on their consumers.

2c. Present results and conclusions drawn from assessment

In partnership with Student Health Services, U-Choose collects annual survey data from over

one thousand students. The College Student Health Survey and the National College Health

Assessment provide critical data on student alcohol and drug use. Changes in trend data give a

macro picture of student behavior change and the impact of our collaborative environmental

management approach.

Five years worth of data provide a clear picture that our efforts are working. In the past five

years the high-risk drinking rates on campus have fallen by almost twenty percent. Five years ago

our campus was well above national averages. In spring of 2010, our rates of high-risk drinking are

consistent with national average (Appendix C). This is the first time in the recorded data at the

University that our rates are consistent with schools across the country.

The University is located in an area deemed by epidemiological students to have high alcohol

use and abuse. We have surpassed the high use culture of the Midwest to lower our high-risk

drinking rate that is on par with areas in low risk use areas of the nation (Appendix A). These

surveys also provide data on other key variables that provide trend data (Appendix C). All of the

alcohol and drug trend data demonstrate significant positive changes in the behaviors of our students.

The success of the U-Choose program in positively enhancing student learning can be

documented through our data. Over the past five years, there has been a decrease in the number of

students that report alcohol has negatively impacted their academics (Appendix B). The 46%

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reduction in academic impact over the past four years is due in part to instilling the Student Life and

Development Learning Outcomes in the philosophy and practice of U-Choose. The Student Life and

Development learning outcomes can be found at http://www.stcloudstate.edu/sld/outcomes.asp.

Prior to taking the IMPACT class, students are given an online personalized assessment. We

utilize this data for a pretest. Given IMPACT’s focus on reducing high-risk drinking, our primary

indicator of success is reduction of peak blood alcohol level. Students are asked to think about the

time they drank the most in the past thirty days. They then report the number of standard drinks

consumed and the period of time consumed it took them to consume, their weight, and sex. From

this information we can determine their estimated blood alcohol level (eBAC) for their peak episode.

Sixty days following their IMPACT class students receive and email asking them to complete a

survey. We again ask them information to compute their peak eBAC.

The average peak eBAC prior to IMPACT for our students is .19. Sixty days following

IMPACT the average peak eBAC reduces to a .13. This represents a 30% reduction in peak eBAC.

A .13 blood alcohol level corresponds to the following behaviors:

Feelings of euphoria

Lack coordination and balance.

Motor skills are markedly impaired

Judgment and memory markedly impaired

Exaggerated emotions

A .19 blood alcohol level corresponds to the following behaviors:

Feel confused, dazed, or otherwise disoriented

You need help to stand up or walk

Lack of pain awareness

Vomiting

Impaired gag reflex more likely to choke

Severe memory impairment (blackout)

Chance of death significantly increased from accident or choking on vomit

While a .13 is still higher than desired, it is significantly safer and poses less risk of death or serious

injury.

Immediately following the U-Choose and IMPACT sessions students are asked to complete a

brief survey of their experience. These are the results of those surveys:

Percent Agreement

U-Choose IMPACT

This programming was beneficial to me. 84.8% 77.0%

The presenters answered my questions in a clear manner. 91.1% 93.1%

The presenters were knowledgeable about their topic area. 97.1% 96.4%

I would recommend this program. 90.2% 85.0%

I will discuss the information presented with my friends. 71.8% 76.2%

I learned something useful about moderation and risk reduction. 90.9% 86.6%

Information regarding sexual health choices, consent, and alcohol 73.5% 73.2%

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was useful.

I would feel comfortable talking to a U-Choose Member about

this topic in the future

83.7%

Note: The numbers represent the percent of students that agree with each of the statement.

2d. Describe changes, responses, actions to be taken based on findings

We have updated our U-Choose presentation and Impact presentations to include information

on how alcohol affects the brain. These slides explain how the alcohol impairs the brain and bodily

functions in a step-by-step fashion. The more alcohol that is consumed, the more levels and

functions of the brain are impaired. These slides are tied to as estimate BAC level of when one may

be affecting this part of the brain. Real life examples and stories are shared at this point in the

presentation to demonstrate what one may be doing or feeling when they reach certain BAC levels.

Students are better able to grasp what alcohol really does to their body if they understand how if

affects their brain.

U-Choose instructors often received questions about hangovers and tolerance throughout both

U-Choose and Impact classes, so we decided it would be beneficial to add this information to the

presentation. This information goes through what a hangover is, what causes it, and what one can do

to help prevent having a hangover. When explaining tolerance, we discuss the two different types of

tolerance and how one can lower their tolerance level.

Information was added on the Social Host Ordinance, per the request of the St. Cloud Police

Department and St. Cloud City Attorney’s Office. The Social Host Ordinance holds individuals

(social hosts) criminally responsible for hosting or permitting an event or gathering on private or

public property where persons under 21 years of age possess or consume alcohol, regardless of who

supplied the alcohol. This ordinance applies to situations in which the social host knows or has

reason to know that alcohol is being possessed or consumed by persons under 21 years of age at their

gathering. Under this ordinance, the social host does not have to be present at the party, event or

gathering to be criminally responsible. A violation of this ordinance is a misdemeanor, subject to a

maximum penalty of 90 days in jail and/or a $1,000 fine. By sharing this information with our

students, we are helping to raise their awareness about this ordinance so they can be knowledgeable

and law-abiding citizens.

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3. Tentative Annual Goals for 2011-12

The goals for the 2011-2012 school year are to improve upon the ways we already working to

serve students to help reduce the harmful effects of high-risk drinking. One of the ways we are doing

this is by creating a training manual for the graduate assistant’s (GA’s) of the U-Choose program.

This training manual will be a great resource for the GA’s over the course of the time with U-

Choose. It will provide step-by-step information on how to do all data entering, report pulling, and

student information updates, and presenting of the material. This manual will allow them to be more

efficient in their duties and helpful for students. It will also help them be more knowledgeable

instructors for the U-Choose and Impact classes.

Another way we are working to improve is to create a “check-out” system for all of our ipods,

cameras, flip cams, clickers, and other electronic devices. By creating this system, we will be able to

share our resources with other offices and keep track of where our tools are being used to help

students.

In FY2012, we want to engage more people in our campus-wide events such as House Party 101,

Blizzardshack, and Club Red. By engaging more people, we will be sharing our alcohol prevention

information with more people, and helping to reduce the risks of high-risk drinking.

We are working to strengthen our collaboration with SCTCC in FY2012. We would like to

provide more resources to their students, faculty, and staff. We plan to do this by having a full-time

(20 hour) GA spend 15 hours at SCTCC and 5 hours at SCSU. Not only will this help to better

educate people on the campus of SCTCC, it will allow us to collaborate on large campus events to

increase attendance and overall alcohol education.

We hope to increase the number of participants in the U-Choose: Self-Referral class. To do this,

we plan to share more of our information with the counselors in Counseling and Psychological

Services on campus so they can refer students to the class if they feel it is necessary. By posting

advertisement around campus for the classes we hope to increase the number of attendees.

Lastly, we are working with Athletics to provide the U-Choose: Performance class to more of

their teams. This class specifically targets a designated high-risk drinking group. It incorporates a

great deal of the information that is covered in the standard U-Choose class, but goes into more depth

about how alcohol impacts their ability to perform on the court/field/ice/etc. It also covers each

individual team’s expectations about alcohol use of each member. It is an interactive class that uses

clickers to keep each team member’s response anonymous so they can answer honestly without fear

of having their answers exposed.

Appendix A

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Alcohol Use in Past Month among Persons Aged 12 or Older, by State:

Percentages, Annual Averages Based on 2007 and 2008

Alcohol Use in Past Month among Persons Aged 18 to 25, by State: Percentages,

Annual Averages Based on 2007 and 2008

Appendix A

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Binge Alcohol Use in Past Month among Persons Aged 18 to 25, by State:

Percentages, Annual Averages Based on 2007 and 2008 NSDUHs

Appendix B

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix C

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Appendix D

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Appendix D

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