Utilizing Personal Feedback Programs to Bolster Retention and Expand Prevention Programming
Linda Major & Lesley Esters
Author
02/27/2018
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Description
This presentation will provide information about how the University of Nebraska-Lincoln is utilizing their Year One College Alcohol Profile (Y1CAP) to serve a variety of purposes in their efforts to reduce high-risk drinking among students. The Y1CAP is a web-based prevention tool that uses brief motivational intervention techniques to communicate with entering students about alcohol consumption prior to their arrival on campus each fall. The Y1CAP is also used to communicate campus and community standards and policies related to alcohol and sexual assault and provides the university with valuable information about their incoming class that can help guide prevention efforts throughout the academic year. Brief Motivational Intervention is a proven strategy for addressing high-risk drinking and personalized feedback programs are certainly not new but the variety of applications for these types of programs are largely unexplored. During the webinar, we will discuss the predictive value of the Y1CAP and similar programs in relation to student retention and enrollment. We will also discuss how the Y1CAP data, in combination with other data sources, can be used to create group profiles for Greek chapters, student organizations, athletics, housing units, etc. and how each unique profile can be used by staff to implement tailored prevention programming for students.
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- [00:00:01.700]All right, well, I think in the interest
- [00:00:04.060]of time we'll go ahead and get started this morning.
- [00:00:07.140]I want to welcome you all to the NCC webinar,
- [00:00:11.200]Utilizing Personal Feedback Programs to Bolster Retention
- [00:00:15.230]and Expand Prevention Programming,
- [00:00:18.040]and Linda Major and Lesley Esters both with
- [00:00:20.910]the University of Nebraska Lincoln will be presenting
- [00:00:24.710]our webinar today.
- [00:00:26.027]They have both agreed that they're more than happy
- [00:00:28.350]to take any questions you all might have throughout
- [00:00:31.130]their presentation.
- [00:00:32.800]So please feel free if you have a microphone
- [00:00:35.520]to unmute yourself and ask a question at any time.
- [00:00:39.230]For those of you who do not have access to a microphone
- [00:00:42.480]you can use the Zoom group chat box
- [00:00:45.200]and I will monitor that so that we catch your questions,
- [00:00:48.800]and we also should have some time for questions at the end
- [00:00:51.280]of the presentation.
- [00:00:53.193]I do wanna thank you too for your patience.
- [00:00:56.220]This is Linda and I's first time using Zoom
- [00:00:58.800]for these types of meetings or presentations.
- [00:01:01.930]So, if we come into any challenges know that's why.
- [00:01:05.870]But otherwise I'm gonna go ahead and turn it over to Linda
- [00:01:08.380]to get started this morning.
- [00:01:10.659]Thanks, Megan, can you hear me okay?
- [00:01:12.760]Yes.
- [00:01:13.990]Okay, great.
- [00:01:15.420]So, I'm really delighted to introduce my colleague,
- [00:01:19.330]Dr. Lesley Esters.
- [00:01:20.840]She is with university housing and we've been working
- [00:01:25.270]together on using the year one CAP data in combination
- [00:01:29.190]with what is called our new student enrollment
- [00:01:31.610]inventory data to provide tailored education
- [00:01:35.600]to our residence halls.
- [00:01:38.840]So we're gonna talk a little bit,
- [00:01:40.200]I'm gonna provide some of the background.
- [00:01:42.299]If you were with us in May when Dr. Tom Workman was here
- [00:01:46.020]to talk about the fail safe program,
- [00:01:48.500]you heard about the project that you and L had,
- [00:01:52.721]our process we were embarking.
- [00:01:56.450]What you're gonna now here is the back side.
- [00:01:58.560]I wanted to make sure for those of you who weren't with us
- [00:02:01.170]in May you got a good overview of where we were going,
- [00:02:04.880]why we were going there, and what we were putting together.
- [00:02:07.990]So, as Megan said if you have any questions please let us
- [00:02:11.340]know at any time and we're willing to take questions
- [00:02:14.120]now or at the end.
- [00:02:15.500]So, I've been really excited for a long time to be
- [00:02:19.980]thinking about how we harness streams of data
- [00:02:22.660]for our purposes, and we've been a very data driven
- [00:02:27.260]alcoholic prevention intervention project
- [00:02:29.740]since the late 1990s recognizing we had lots of data
- [00:02:34.190]available to us that might be used for targeting
- [00:02:38.530]intervention strategies, taking advantage
- [00:02:41.090]of economies of scale when we had,
- [00:02:43.320]when we were short on resources.
- [00:02:45.851]What we're hoping to do, like many institutions are
- [00:02:48.830]starting to do, is generate reliable predictive models.
- [00:02:52.380]The chronicle has been talking about this quite a bit.
- [00:02:55.800]If I remember correctly it was the University of (mumbles)
- [00:02:59.350]or UT Austin that first started talking about
- [00:03:03.070]how they were using data to identify who was most likely
- [00:03:07.470]to succeed in a basic chem class,
- [00:03:10.850]and coming up with interventions that increased
- [00:03:13.622]the likelihood of success for those who were
- [00:03:17.010]looking like they would have problems.
- [00:03:19.500]I wanna differentiate between forecasting
- [00:03:22.490]and predictive analytics.
- [00:03:24.750]The one I always use is forecasting ice cream sales
- [00:03:29.360]for the summer based on a number of variables
- [00:03:32.080]versus predictive analytics that would tell us
- [00:03:35.260]who was more likely to buy the ice cream.
- [00:03:37.590]So the difference between forecasting and predictive.
- [00:03:41.020]Predictive analytics is something we've become,
- [00:03:43.702]that has become a part of our everyday lives.
- [00:03:46.910]So, those of us who are Netflix members get recommendations
- [00:03:51.550]based on previous viewing history.
- [00:03:53.570]The same thing happens with grocery store coupons
- [00:03:56.546]based on previous buys.
- [00:03:58.580]A lot in the news lately about tailored social media content
- [00:04:03.200]as it relates to a political ideology.
- [00:04:06.480]The same technology is used for online dating sites.
- [00:04:10.350]We're now using that for student success
- [00:04:12.683]and UNL's been using it for crime hot spots
- [00:04:16.160]for quite some time.
- [00:04:17.520]I know many of you are familiar with predictive analytics,
- [00:04:21.960]but I thought it would be helpful to start
- [00:04:24.383]with a basic definition, technology that learns
- [00:04:27.740]from experience, much like Netflix, grocery store
- [00:04:31.880]buying habits, et cetera, to predict the future
- [00:04:34.680]behavior of individuals in order to drive better decisions,
- [00:04:38.390]and in this case, we're talking about
- [00:04:41.239]driving tailored education based on what we know
- [00:04:45.560]about the students in either our residence halls
- [00:04:48.490]or our Greek living units.
- [00:04:51.170]I had mentioned GIS mapping.
- [00:04:53.020]I know many of you have seen these slides,
- [00:04:55.090]so I won't spend a lot of time on them,
- [00:04:57.480]but we've used them in a variety of setting,
- [00:04:59.700]and this gives us a chance to really predict
- [00:05:02.050]where our students will be most likely to
- [00:05:04.961]maybe create the problems that we've experienced
- [00:05:08.260]as it related to high risk youths,
- [00:05:11.140]and to concentrate our resources in those,
- [00:05:13.720]either in those areas both preventative
- [00:05:16.260]and intervention strategies.
- [00:05:18.514]So, we have a party hot spot map in the upper,
- [00:05:25.520]my upper left hand corner.
- [00:05:27.500]We use it in our (mumbles), our football stadium,
- [00:05:31.200]and we can deploy resources based on the opponent,
- [00:05:35.510]the temperature, the time of the season,
- [00:05:37.820]and the start time of the game,
- [00:05:40.050]and in the bottom left hand corner is a hot spot based on
- [00:05:43.558]incidents occurring at midnight or at bar break
- [00:05:47.697]in the downtown area.
- [00:05:50.170]We use all of this data to better determine
- [00:05:53.220]where we want to employ a variety of strategies.
- [00:05:56.800]So, this is the best example I have of where
- [00:05:59.640]we've already used technology to our advantage.
- [00:06:03.500]You all know about the year one CAP.
- [00:06:06.330]UNL's been using the year one CAP as a whole population
- [00:06:09.840]strategy since 2009.
- [00:06:12.415]It's feedback combined with additional information,
- [00:06:15.990]including protective strategies, campus, community alcohol
- [00:06:19.430]policies, et cetera.
- [00:06:21.091]UNL several years ago integrated questions
- [00:06:24.940]from the Rape Myth Acceptance Survey,
- [00:06:26.910]only four of the 10 that are in the survey,
- [00:06:29.400]and those four are all related to alcohol.
- [00:06:33.120]We have a soft mandate at UNL meaning that
- [00:06:36.330]students are strongly encouraged
- [00:06:38.642]to complete the survey before stepping onto campus,
- [00:06:42.670]and our response rate averages anywhere from 80 to 85%.
- [00:06:46.980]We've been as low as 78, we've been as high as 92.
- [00:06:50.930]With an incoming class of 5,000 I've always believed that
- [00:06:54.610]that gives us a tremendous amount
- [00:06:56.430]of data points to work with.
- [00:06:58.486]Recent studies suggest that population BMIs
- [00:07:03.180]can help with increasing student retention
- [00:07:05.450]and decreased student incidence of alcohol related campuses
- [00:07:08.910]and I'm happy to say that's based on the research
- [00:07:11.466]with the year one CAP.
- [00:07:13.270]So, we actually have documentation that
- [00:07:15.980]it's a evidence based tool that we should have
- [00:07:19.850]in our tool kit.
- [00:07:23.355]We've been using the data just to give us a better sense
- [00:07:28.390]of the kind of students we have coming to campus.
- [00:07:31.200]So, you can see I've provided data from 2014 to 2016
- [00:07:36.120]for both our non Greek and Greek respondents.
- [00:07:38.860]We're able to identify stark differences between
- [00:07:41.970]our Greek and non Greek population.
- [00:07:44.490]We're able to share this information with our colleagues
- [00:07:48.410]in the office of fraternity and sorority life
- [00:07:51.110]so they can work with advisors.
- [00:07:53.330]This has been our pattern over time.
- [00:07:55.642]We're able to do the same thing looking
- [00:07:58.130]at individual Greek houses.
- [00:08:00.310]So this is a chapter by chapter fraternity comparison.
- [00:08:03.650]So what we provide is non Greek drinking rates for 2016,
- [00:08:08.278]total Greek population for 2016,
- [00:08:11.460]and then to start to narrow down into just
- [00:08:13.950]entering class men, what's the difference
- [00:08:15.990]between first year men and first year Greek men,
- [00:08:19.350]and that gives all chapter advisors an opportunity
- [00:08:22.730]to compare the data within their chapters
- [00:08:26.240]with the averages of both the whole population
- [00:08:30.410]and by gender.
- [00:08:32.240]We do the same thing with sororities,
- [00:08:35.080]and we do share this data.
- [00:08:36.424]They get a look at all of the chapters not by name.
- [00:08:40.620]Obviously they would know if they're A, B, C, and D,
- [00:08:43.880]but they have a sense of comparison against
- [00:08:46.970]the individual chapters across the campus,
- [00:08:49.620]and we've been doing this for quite a few years.
- [00:08:54.112]I got really excited about this,
- [00:08:56.799]merging these two databases
- [00:08:59.520]when I found a piece of research by Pascorela,
- [00:09:03.400]that working with massive data sets was able to put
- [00:09:08.920]together two really important pieces of information for me.
- [00:09:13.350]What Pascorela's research suggested is
- [00:09:16.010]the highest predictor of college binge drinking
- [00:09:18.330]is pre college binge drinking, and we obviously get that
- [00:09:21.760]through the first year college alcohol profile.
- [00:09:25.050]He also said the second highest predictor of college
- [00:09:28.430]binge drinking is pre college academic motivation.
- [00:09:32.600]Because student affairs works closely with
- [00:09:36.350]our office of institutional research and data analytics
- [00:09:40.810]I was aware that we were collecting data on our first
- [00:09:45.520]year students around academic motivation.
- [00:09:48.344]So, I knew that we could begin to merge these two
- [00:09:51.850]pieces of data to better predict those places
- [00:09:56.280]where we might anticipate they'd be more (mumbles)
- [00:09:59.475]and more problems might ensue.
- [00:10:02.160]So that's based on Pascorela's research.
- [00:10:06.100]So Linda's referenced the NSE Inventory.
- [00:10:08.210]I'm gonna give you just a little bit
- [00:10:09.750]of a background on that.
- [00:10:11.420]Several years ago our institutional research
- [00:10:14.010]and data analytics staff worked with student success
- [00:10:16.180]staff members to develop an inventory that's provided
- [00:10:21.400]to each of our incoming freshmen,
- [00:10:22.870]and it is a mandatory assessment that they do.
- [00:10:25.806]As Linda mentioned there are four areas,
- [00:10:28.830]or indicators, of academic preparedness
- [00:10:31.070]that the NSE Inventory assesses for students.
- [00:10:34.472]What you see on your screen are some sample questions.
- [00:10:37.599]It's not, these are not the full set of questions,
- [00:10:40.320]and the institutional research folks are constantly
- [00:10:44.740]analyzing data to identify question validity
- [00:10:48.080]and to modify questions accordingly.
- [00:10:50.040]But what we know they piloted it in '15, '16
- [00:10:53.330]and there have been two full sets of data since that time
- [00:10:55.760]of our incoming freshmen and so the four areas are
- [00:11:00.110]essentially aptitude, motivation, grit, and time management
- [00:11:06.600]and as you can imagine having that information,
- [00:11:09.340]both the student being able to reflect on that information
- [00:11:13.236]incoming to the institution and then campus employees
- [00:11:17.980]like myself and university housing and first year
- [00:11:20.300]experiences and throughout the institution who are charged
- [00:11:23.590]with helping students transition and be successful
- [00:11:25.930]at college, having a sense of where a student is starting
- [00:11:28.593]and what their challenges may be as well as their strengths
- [00:11:32.290]is incredibly helpful to us in looking at our programs,
- [00:11:36.210]in looking at what kind of interventions and services
- [00:11:39.800]we can provide to individual students, floor communities,
- [00:11:43.510]residence hall communities, and collaborating
- [00:11:45.830]with our campus partners on all campus activities,
- [00:11:49.040]programming, and events.
- [00:11:50.622]So we can switch to the next screen.
- [00:11:52.575]Linda had, Linda has really done a phenomenal job
- [00:11:56.860]of getting us off the ground with this.
- [00:11:59.420]Our goal in essence was to provide customized academic
- [00:12:02.930]and health related programming based on sub group data.
- [00:12:06.540]So, for us, sub groups, this past year involved
- [00:12:10.580]Linda compiling aggregate profiles
- [00:12:12.850]for each of our residence halls.
- [00:12:14.530]Our residence halls range in size from 50 students to 500.
- [00:12:19.200]So, pulling together that information was no small task,
- [00:12:23.170]but she was able to do that for us as well as
- [00:12:25.170]for fraternity and sororities, and providing the year one
- [00:12:29.320]CAP and the NSE Inventory data outlining those four
- [00:12:33.120]indicators of academic preparedness.
- [00:12:35.581]After she shared those with us, we began to work
- [00:12:38.990]together to develop educational strategies
- [00:12:41.600]and messaging options that were customized to these
- [00:12:45.120]particular aggregate communities.
- [00:12:47.718]One thing we know is that students' behavior,
- [00:12:50.830]their choices, are certainly most likely influenced
- [00:12:53.200]by the behaviors of their closest neighbors
- [00:12:57.040]in a residence hall community or in a Greek living unit.
- [00:12:59.680]So, roommates, suitemates, floormates,
- [00:13:02.080]and so, we began to look at environmental strategies
- [00:13:05.660]within the context of those specific environments.
- [00:13:09.580]And then, beyond that, we met with our residence hall
- [00:13:12.560]director staff and I can speak to that
- [00:13:14.660]a little more in detail.
- [00:13:15.630]Linda also met with the Greek advisors
- [00:13:17.309]to really begin to look at practical applications.
- [00:13:20.720]What does this data tell us about what our freshmen students
- [00:13:25.049]are coming in with in terms of those strengths,
- [00:13:27.890]in terms of those areas of vulnerability,
- [00:13:30.710]or where they need additional support,
- [00:13:32.417]and obviously what their pre college use
- [00:13:36.320]of alcohol and their values related to alcohol
- [00:13:38.510]and drug use has been.
- [00:13:39.920]Again, incredibly helpful to us,
- [00:13:41.740]and we, I gotta say, this is one of the most
- [00:13:44.010]exiting adventures for me in the capacity
- [00:13:47.410]of being a planning and assessment staff member
- [00:13:50.140]within the housing department.
- [00:13:51.890]Okay, we can go into the next one.
- [00:13:53.400]What you're gonna see now is what Linda put together for us.
- [00:13:56.450]It's a sample residence hall aggregate profile.
- [00:13:58.560]One of our larger halls is Abel.
- [00:14:00.727]It's, the vast majority are freshmen.
- [00:14:03.649]So, super useful for us to start out by having
- [00:14:07.320]a sense of what the (mumbles) binge rate,
- [00:14:10.480]a reported, self reported binge rate of our students was,
- [00:14:14.010]to get a sense of that in comparison
- [00:14:16.196]to the larger university,
- [00:14:18.410]as well as to the other residence halls.
- [00:14:20.590]You'll see down at the bottom, really small text,
- [00:14:24.977]the recommendations that we came up with.
- [00:14:28.210]In the fall Linda and I met with the residence director
- [00:14:31.097]staff, looked at the data for their individual hall
- [00:14:34.410]aggregate profiles, and began to develop practical
- [00:14:37.600]strategies and recommendations for best practices
- [00:14:41.060]customized to those outcomes.
- [00:14:43.370]I'm not sure that you can see it,
- [00:14:44.450]but I'll read it to you.
- [00:14:45.780]We've focused on a number of areas.
- [00:14:47.660]Obviously community development and programming
- [00:14:50.130]was the first lens that we looked through.
- [00:14:52.140]How can the residence directors and the RAs
- [00:14:54.372]in that particular hall, in this case Abel,
- [00:14:56.974]really promote students understanding of campus
- [00:15:01.310]and community standards, norms, policies,
- [00:15:03.893]and how can we create intervention opportunities
- [00:15:08.590]through our programming specific to that,
- [00:15:11.420]to that student population?
- [00:15:13.410]We've got a great list of programming,
- [00:15:16.000]both passive and active programming
- [00:15:18.225]generated by the staff, and then we began
- [00:15:21.010]to look through other lenses of what our
- [00:15:22.890]residence directors and resident assistants
- [00:15:25.276]do with the students.
- [00:15:26.990]We looked at the student conduct process.
- [00:15:29.360]Certainly, you know, a percentage of our students
- [00:15:31.540]come to us, you know, having been cited for alcohol
- [00:15:35.330]or drug use, and how, we looked at how we could use
- [00:15:38.710]our motivational interviewing techniques
- [00:15:41.219]to really intentionally help students begin
- [00:15:45.070]to look at their alcohol use, previous to their
- [00:15:48.370]college experience, as well as to what it's been
- [00:15:50.750]since they came to college, what the motivators
- [00:15:53.780]or the drivers for those choices were,
- [00:15:55.840]what kinds of protective behaviors they were engaging in,
- [00:15:58.590]how to increase those protective behaviors,
- [00:16:00.689]and to look at what role alcohol or drug use
- [00:16:05.500]may be having in their transition and success at UNL.
- [00:16:09.376]Moving beyond the student conduct process,
- [00:16:11.780]we also looked at how we were training our staff
- [00:16:14.600]and the kind of assessment that we were doing.
- [00:16:16.200]Linda has referenced that institutions have different
- [00:16:20.120]access to data, and so our charge in housing
- [00:16:22.890]and residence life and specifically my charge
- [00:16:25.030]was to look at what existing data did we have
- [00:16:27.910]from other assessments from other surveys from,
- [00:16:30.741]and what was within our reach to create or to do
- [00:16:34.620]further assessment to get a sense of the impact
- [00:16:38.630]of our intervention and programming efforts
- [00:16:41.150]with students in this area.
- [00:16:42.909]We also looked at, we're big dreamers
- [00:16:46.367]in housing and residence life.
- [00:16:47.690]We also looked at some institution or university wide
- [00:16:51.450]first year efforts that we would certainly be willing
- [00:16:53.880]to throw our energy into in collaboration.
- [00:16:57.270]So you'll see those.
- [00:16:58.420]We tried to focus pretty much on what's within
- [00:17:00.740]our locus of control, but are always looking
- [00:17:02.830]for those opportunities to partner with other
- [00:17:05.580]campus agents and community agents in order to
- [00:17:08.710]try to address this important aspect
- [00:17:12.700]of students' experience at college.
- [00:17:14.488]So, that gives you a sense from the sample residence
- [00:17:17.980]hall aggregate profile of the kind of data
- [00:17:19.880]that Linda provided.
- [00:17:21.791]The format was super clear.
- [00:17:22.830]Our residence director staff really appreciated
- [00:17:25.760]being able to look at this so clearly for their
- [00:17:28.450]individual halls as well as for the aggregate
- [00:17:30.560]residence hall student body, and then to develop
- [00:17:33.032]our own recommendations and strategies.
- [00:17:35.540]At the conclusion of our webinar today,
- [00:17:37.900]if you would like to see these recommendations
- [00:17:41.850]and these sheets, I would happy to send those
- [00:17:44.720]to you electronically.
- [00:17:45.750]I do realize this as I'm looking at this
- [00:17:47.920]it's about a six font, so, and it is a sample one.
- [00:17:51.160]So I'm happy to provide that you if you'd like.
- [00:17:53.560]Okay, we can go to the next--
- [00:17:54.760]Lesley, before you go on I just wanna say
- [00:17:57.510]something a little bit different about
- [00:17:59.090]the fraternity and sorority.
- [00:18:00.810]As Lesley mentioned earlier, we have two years
- [00:18:03.430]of full data set, and because residence halls,
- [00:18:06.864]the population of a residence hall turns over every year,
- [00:18:10.410]we can only give them a glimpse of one year.
- [00:18:13.490]What we can do for the fraternities and sororities
- [00:18:16.450]is start to build trend lines.
- [00:18:18.500]So they looked a little bit different because we were
- [00:18:20.880]able to give them their year one CAPs for 2016,
- [00:18:24.910]for entering class 2017, and similar data
- [00:18:29.330]for their academic preparedness measures,
- [00:18:32.480]which allowed them to look at not only their entering
- [00:18:35.820]class but their entering class and their sophomore class.
- [00:18:38.851](Mumbles) about fraternities in general
- [00:18:43.350]are specifically the overwhelming membership
- [00:18:46.570]is their first and second year class.
- [00:18:49.090]Third and fourth year students are moving on
- [00:18:51.110]to do other things, internships, preparing for careers,
- [00:18:54.100]getting ready to graduate.
- [00:18:55.790]So that gives us a great look at the overwhelming majority
- [00:18:58.810]of people who are members of that particular group
- [00:19:01.880]and we can start to move the needle on those measures
- [00:19:04.540]for a larger population than just the entering class.
- [00:19:08.260]And to piggyback off what Linda just said,
- [00:19:10.891]one of the things, and this is, oh,
- [00:19:13.440]you can go to the next slide, Linda, that's fine.
- [00:19:15.540]One of the things that I've started to do is to look
- [00:19:18.180]at other relevant assessment data that we have access to
- [00:19:21.730]within university housing to explore its relevancy
- [00:19:25.010]to this topic, and one of them, two of the tools
- [00:19:27.590]that we have in place currently we do a fall community
- [00:19:30.510]experience survey.
- [00:19:32.140]So, we were able to ask our incoming freshmen
- [00:19:34.825]mid semester, I believe it was October, late October
- [00:19:37.800]this year, some questions that were specifically
- [00:19:40.740]relevant to their transition to college as it relates
- [00:19:44.990]to alcohol use, as it relates to these four areas
- [00:19:48.041]of academic preparedness and get a sense
- [00:19:51.270]kind of in real time of what our efforts
- [00:19:54.910]in the residence halls, specifically working with
- [00:19:57.080]our freshmen, were yielding.
- [00:19:59.280]Were we seeing that students were making good choices,
- [00:20:03.900]had adapted, had adopted additional protective behaviors
- [00:20:07.500]if they were choosing to use alcohol?
- [00:20:09.271]What their academic experience had been thus far
- [00:20:13.140]as it relates to those four indicators.
- [00:20:14.700]So, we were able to do some assessment mid fall.
- [00:20:18.560]We also have a tool call Sky Factor.
- [00:20:21.760]Any of our housing and residence life staff out there
- [00:20:24.040]listening probably are familiar with Sky Factor.
- [00:20:26.445]It's a national benchmarking resident assessment
- [00:20:29.970]that gauges student satisfaction, learning,
- [00:20:32.650]and overall program effectiveness on a broad
- [00:20:36.179]number of topics, and certainly this area,
- [00:20:39.610]alcohol use, drug use, and education is
- [00:20:44.480]part of that survey.
- [00:20:45.680]So we look forward in April when we administer this
- [00:20:48.750]to getting a sense of throughout that academic year
- [00:20:52.260]how did our interventions, our programming,
- [00:20:54.820]the approaches that we used have impact
- [00:20:57.240]on our incoming freshmen experience with alcohol, drugs,
- [00:21:01.820]and their academic success over the course of the year.
- [00:21:05.530]So while we do tend to have primarily first year
- [00:21:08.800]students living in the residence halls some upper class
- [00:21:11.710]who are clustered in other residence halls
- [00:21:13.954]I feel like we're getting a really nice look
- [00:21:16.680]at the efficacy, or (mumbles) of some of our
- [00:21:21.130]intervention efforts.
- [00:21:22.180]So that's been really useful.
- [00:21:23.870]That falls within the next steps for us.
- [00:21:26.500]Linda, do you wanna highlight a little bit about
- [00:21:28.010]administering the spring 2018 survey?
- [00:21:30.660]Yeah, I think this might be a little ambitious
- [00:21:32.670]and I'm not sure that we're going to be ready to
- [00:21:36.120]implement the follow along assessment
- [00:21:39.700]primarily because the Greek living units were late
- [00:21:43.180]in getting their data.
- [00:21:44.540]We have a terrible trying to get this information
- [00:21:47.390]in the hands of chapter advisors.
- [00:21:49.620]I think the other thing that we found difficult
- [00:21:52.120]is trying to figure out, and this is where I can't begin to
- [00:21:57.634]share my appreciation for Lesley and her staff
- [00:22:02.040]who are, you know, really more well versed
- [00:22:05.240]in student development theory and what kinds
- [00:22:08.560]of interventions might align with each one of these areas
- [00:22:12.480]because Lesley was able to share the menu of options
- [00:22:16.270]that was developed by residence life directors
- [00:22:19.475]with the Greek life staff and then we were able
- [00:22:22.820]to tailor those menu items for the Greek community
- [00:22:26.850]and it was really helpful.
- [00:22:28.580]I just wanna say one other thing in terms of applicability
- [00:22:32.480]to the Greek living units, and I thought that this
- [00:22:35.360]was something I hadn't thought of
- [00:22:36.630]in terms of using the data.
- [00:22:38.570]We had a Greek advisor look at it and say, oh my gosh,
- [00:22:42.230]we can use this information in asking questions
- [00:22:45.960]of our, of prospective members.
- [00:22:48.415]So, if we're low in time management how might we
- [00:22:52.060]better identify those students who might be stronger in that
- [00:22:55.450]area so that we won't continue to attract like people.
- [00:22:59.350]How can we better use the data to diversify
- [00:23:01.970]by coming up with recruitment questions
- [00:23:04.570]that starts to mix up the incoming class,
- [00:23:06.820]which I thought was really quite smart.
- [00:23:09.630]Our plan is once we're more firmly entrenched
- [00:23:12.900]in our intervention strategies to administer
- [00:23:15.720]a survey so that we can measure the impact.
- [00:23:19.158]Where are we able to move the dial on this,
- [00:23:21.670]and where aren't we?
- [00:23:22.600]We've got good baseline data for our work right now.
- [00:23:26.000]We wanna continue to mine other relevant assessment data
- [00:23:29.150]as Lesley talked about to explore potential relevancy.
- [00:23:33.320]Do you wanna say a word or two and more about that?
- [00:23:35.570]Sure.
- [00:23:36.403]I mentioned both the fall community experience survey
- [00:23:40.610]and the annual, for us it's a spring administration
- [00:23:44.470]of the Sky Factor.
- [00:23:45.810]We know though that there are other opportunities
- [00:23:48.330]to pull data.
- [00:23:49.163]For example, within our student conduct process
- [00:23:52.630]it would useful once our staff are really onboard
- [00:23:55.614]with incorporating questions and tailoring interventions
- [00:24:00.412]with students who they're seeing for alcohol violation,
- [00:24:03.770]alleged alcohol violation, for us to be able to look at
- [00:24:06.540]the data of, you know, repeat student visits.
- [00:24:10.675]So, you know, do we see a decrease in the number of students
- [00:24:14.990]that we see a second time for alcohol violations?
- [00:24:18.450]So there are other methods that we're just starting
- [00:24:22.190]to look at of being able to see
- [00:24:24.996]the efficacy and the impact of some of our efforts
- [00:24:29.790]as it relates to helping students make good choices
- [00:24:33.862]and be aware of their resources,
- [00:24:36.648]and adapt the values and the norms that we wanna have
- [00:24:41.636]present on the UNL campus and that the majority
- [00:24:44.680]of our students do adhere to.
- [00:24:45.930]I did wanna say one other thing about the value
- [00:24:48.590]of the aggregate profiles.
- [00:24:51.220]We opted this year to just look at the hall view.
- [00:24:55.160]Next year, time willing, and hopefully Linda is onboard
- [00:25:00.700]with this, she's nodding, we'll be able to look at
- [00:25:03.590]aggregate data by floor, which I think has incredible
- [00:25:08.110]utility or potential for utility in customizing
- [00:25:11.780]for community efforts.
- [00:25:13.390]For example, in the fall when our freshmen come in
- [00:25:16.420]they do a floor agreement, a community charter.
- [00:25:20.060]Well, if you have a higher percentage of your students
- [00:25:22.720]who are coming in who maybe are struggling,
- [00:25:26.560]I'll use the same example, with time management,
- [00:25:29.370]what are some things that an RA, a resident assistant,
- [00:25:32.550]can suggest in that floor charter that promote
- [00:25:35.610]students development of good time management skills?
- [00:25:38.810]Certainly there's a programming element or aspect
- [00:25:41.200]to that that we could customize if we know that students,
- [00:25:45.470]you know, are needing some additional support
- [00:25:47.680]in resiliency, or additional support in time management.
- [00:25:51.310]So, we look forward to having this data profile
- [00:25:54.840]or this data in profile form by floor next year
- [00:25:58.450]and we'll be excited to report out how we're able
- [00:26:01.290]to customize our programming and other interventions
- [00:26:04.120]and interactions with students.
- [00:26:06.177]I'm working with Megan to integrate
- [00:26:09.050]the year one CAP into our admissions process.
- [00:26:11.660]Part of that is shifting away from the external vendor
- [00:26:14.920]to an internal vendor which will help facilitate
- [00:26:18.127]that process which will ensure that we get
- [00:26:21.863]100% of our students participating similar to
- [00:26:25.400]the NSE Inventory.
- [00:26:27.489]As people have become familiar with this project
- [00:26:30.500]we're starting to get requests from learning communities
- [00:26:34.140]as Lesley mentioned to do this by floor.
- [00:26:37.280]I think it will be interesting to start to look
- [00:26:39.920]at other sub populations across the campus
- [00:26:42.750]and assist them and last but not least we wanna continue
- [00:26:46.100]to build this repository of strategies to impact
- [00:26:50.070]the identified measures.
- [00:26:51.780]I think this is a great opportunity for us to bring
- [00:26:54.430]our colleagues from across the campus to help
- [00:26:57.450]inform our strategies through disciplines, specific
- [00:27:02.650]knowledge and theory, and then to begin to test that.
- [00:27:06.120]I should have mentioned earlier that inventory scores
- [00:27:10.060]are divided into red, yellow, and green.
- [00:27:12.190]I know what you, you know about the binge.
- [00:27:14.180]It's abstain or drink, no, yeah, not high risk,
- [00:27:18.050]and then we have binger and frequent binger,
- [00:27:20.860]but we use a red, yellow, and green
- [00:27:22.900]and it's a simple third break up.
- [00:27:26.410]I wanna say that one of the things that originally
- [00:27:28.750]caught my attention and actually Lesley and I
- [00:27:30.940]worked on this together when we did a deep dive
- [00:27:34.170]into the first 20 students who were admitted into
- [00:27:36.714]either our detoxification center
- [00:27:38.830]or our hospital two years ago.
- [00:27:41.180]We started to see a relationship between the admission
- [00:27:44.430]into detox for acute intoxication,
- [00:27:47.239]and NSA Inventory scores which was really
- [00:27:50.000]what set us down this, another reason
- [00:27:52.060]we went down this path.
- [00:27:53.830]Of the 20 students that were admitted
- [00:27:55.870]19 were first year students.
- [00:27:57.420]Of the 19, 18 were women.
- [00:27:59.890]Of those 18 women one of the things they had most
- [00:28:02.910]often in common was a prevalence of yellow and red
- [00:28:06.830]scores in their NSE Inventory, meaning that they were
- [00:28:09.853]at higher risk for attrition at the institution.
- [00:28:14.390]Yeah, and I would just echo what Linda said
- [00:28:17.120]in terms of the value of being able to see that phenomenon
- [00:28:20.910]and its potential impact for our residence directors
- [00:28:24.320]as they're talking with a student who has either
- [00:28:27.820]been cited for an alcohol violation or is homesick,
- [00:28:30.720]thinking about not staying at the university,
- [00:28:33.280]or even before that.
- [00:28:34.300]If we could get this data early enough out,
- [00:28:36.060]and that is a challenge, but if we could this
- [00:28:38.300]information earlier enough out residence directors
- [00:28:40.800]could go through and look at the student profiles
- [00:28:44.020]particularly with regard to the NSE Inventory
- [00:28:46.530]and begin to look at do we have some students who are
- [00:28:49.050]significantly at risk, particularly in that first
- [00:28:52.224]period of transition, you know, the first day,
- [00:28:54.930]the first week, the first month.
- [00:28:57.057]Are these the students who would most benefit from
- [00:29:00.690]some additional interaction with their RA, with their RD,
- [00:29:03.180]with the kind of support that if we know someone has
- [00:29:06.560]a vulnerability we're more than happy to offer.
- [00:29:09.110]This allows us that lens of looking at that prior to
- [00:29:14.230]a student ending up in detox, which obviously we'd all
- [00:29:17.220]agree would be of such great value
- [00:29:19.620]for us as student educators
- [00:29:21.070]and supports of student success.
- [00:29:22.520]So, we're very excited about that piece of it,
- [00:29:24.850]and we look forward, this was the second year that
- [00:29:27.170]we've had that deep dive review of those extreme
- [00:29:30.956]high risk drinking behavior cases, and I look forward
- [00:29:34.460]to what that's gonna yield for us in partnering to
- [00:29:36.980]try to decrease that occurrence.
- [00:29:40.700]The other thing I should mention is that
- [00:29:43.620]the NSE Inventory scores are posted in each student's
- [00:29:48.710]My Red account.
- [00:29:50.030]So, if you have access to that data
- [00:29:52.270]you can look at the individual data.
- [00:29:54.290]So, as Lesley was saying that when we bring a student in
- [00:29:57.580]for conduct issues, that conduct officer is able
- [00:30:01.070]to reference the NSE Inventory scores,
- [00:30:03.618]and maybe develop a tailored response based on that.
- [00:30:06.987]The self reported drinking rates will never be included
- [00:30:11.190]in that, for a lot of reasons, mostly because it changes,
- [00:30:15.110]you know, across time.
- [00:30:16.990]But it does give us a glimpse in (mumbles)
- [00:30:19.330]and what we might anticipate is a more wet environment.
- [00:30:24.150]Okay, so lessons learned, there were many.
- [00:30:26.803]We certainly saw that there are strategic links
- [00:30:30.748]with students alcohol and academic priorities.
- [00:30:34.347]We did find in communicating this with our residence
- [00:30:37.790]director staff that this is more difficult
- [00:30:41.590]for some to conceptualize than for others.
- [00:30:43.590]So, we need to make sure that we're taking time
- [00:30:45.870]with our residence directors and with others
- [00:30:48.100]who will be working with these profiles and data
- [00:30:50.800]to make sure that they fully understand how these relate
- [00:30:54.050]to each other and the implications for their practice
- [00:30:57.037]working with students.
- [00:30:59.148]I think we've kind of highlighted this
- [00:31:01.110]but certainly the data has usefulness beyond programming
- [00:31:04.730]or that certainly a place of overlap
- [00:31:07.681]that a lot of our campus partners work on programming
- [00:31:12.010]and community development.
- [00:31:14.049]We in residence life and housing in particular are finding
- [00:31:17.530]that it has implications for everything, for individual
- [00:31:20.260]resident interactions, for working with students on
- [00:31:23.912]normative transitional issues, for students with
- [00:31:26.620]mental health concerns, certainly for students
- [00:31:28.880]in the conduct process, and for how our communities
- [00:31:31.650]develop for challenges within our communities
- [00:31:35.410]and for strengths within our communities.
- [00:31:37.610]So, we, that kind of leads to the last one.
- [00:31:39.870]We think we've just scratched the surface of possibilities
- [00:31:42.440]for utility, particularly, and I can only speak to housing
- [00:31:44.620]and residence life, but we definitely see the value
- [00:31:48.000]of looking at this data using this data to inform
- [00:31:51.493]the ways that we use our resources to support
- [00:31:55.720]students successful transition and progress here at the U.
- [00:31:59.683]Last point, the staff definitely would like to see
- [00:32:03.570]the data grouped in smaller kind of micro environment
- [00:32:07.390]and I think we addressed that in terms of looking at
- [00:32:09.585]having that data profiled by floor.
- [00:32:12.330]So, for, let's see, year two we're excited to see
- [00:32:15.680]how that's gonna impact our
- [00:32:17.350]ability to customize our efforts.
- [00:32:19.720]I think the last point I wanna make is that
- [00:32:22.520]because we're merging this data together it paints
- [00:32:26.640]a different picture for our academic colleagues.
- [00:32:29.916]So, we can make an argument, a better argument,
- [00:32:33.180]as to the relationship between this outside the classroom
- [00:32:36.080]behavior and how it intrudes.
- [00:32:38.300]So it's really started to help us form new relationships
- [00:32:41.260]with our academic partners, better linking high risk
- [00:32:44.790]behaviors and academic preparedness, attrition,
- [00:32:47.860]and retention.
- [00:32:50.470]So, with that we're ready to answer
- [00:32:52.770]any questions you might have.
- [00:32:57.960]Thank you, Linda and Lesley.
- [00:32:59.590]I just would make the offer for anyone who has
- [00:33:01.640]a question or wants some more information,
- [00:33:04.060]if you wanna go ahead and unmute yourself
- [00:33:06.960]to be able to ask that question, feel free,
- [00:33:09.830]and again, for those of you who don't have the ability
- [00:33:12.100]to have a microphone, please feel free to use
- [00:33:15.210]the group chat option.
- [00:33:33.730]I know that several of you on the webinar today
- [00:33:37.220]have the year one CAP at your institution.
- [00:33:40.470]So, do you have any specific questions about
- [00:33:43.030]how you could take some of the same steps
- [00:33:45.900]that UNL has on your own campus?
- [00:34:02.769]So, I see Janelle with Peru State College has asked
- [00:34:07.300]about the cost associated with the year one
- [00:34:10.210]college alcohol profile, and that's a little bit tricky
- [00:34:13.640]for me to answer at this point in time.
- [00:34:16.970]Linda alluded to the fact that we are currently
- [00:34:20.120]looking to switch vendors, which many of you
- [00:34:24.330]who currently have the year one CAP are familiar
- [00:34:26.510]with that conversation.
- [00:34:28.296]We are looking to move to UNL information technology
- [00:34:32.510]services as the vendor moving forward to help reduce costs
- [00:34:36.790]over the long term for all members utilizing the program.
- [00:34:41.410]We're supposed to meeting next week to have more
- [00:34:45.550]conversations about what a budget and timeline
- [00:34:48.020]looks like for that project, and so I should have
- [00:34:50.750]more information soon about that.
- [00:34:53.330]I will say in the past with the current vendor
- [00:34:56.570]it was around $3500.
- [00:34:58.540]I'm hopeful that moving forward with UNL ITS
- [00:35:02.670]that that cost will be reduced, but again,
- [00:35:04.970]I can't say for certain until next week.
- [00:35:20.250]Any other questions or comments about further utilizing
- [00:35:24.190]the data that the year one CAP provides to institutions
- [00:35:28.020]about their students?
- [00:35:46.127]Okay, well, I'm not seeing or hearing
- [00:35:49.460]any additional questions.
- [00:35:50.930]So I will mention before we wrap up today that
- [00:35:54.540]we have recorded the webinar,
- [00:35:57.300]and I will be posting it to the NCC's website next week
- [00:36:01.910]along with Linda and Lesley's PowerPoint presentation,
- [00:36:06.300]assuming they're okay with that.
- [00:36:08.630]Absolutely.
- [00:36:09.890]And perhaps also we could send along
- [00:36:12.414]or make available a copy of the housing recommendations,
- [00:36:17.030]if that's--
- [00:36:17.863]Sure.
- [00:36:18.696]Okay.
- [00:36:19.566]Certainly, you bet.
- [00:36:20.399]So, that way you will have that as
- [00:36:21.232]a reference point moving forward,
- [00:36:23.050]and then I would say too that I'm sure Lesley
- [00:36:25.490]and Linda would be willing to take any questions
- [00:36:28.170]that you might have at a later time about moving forward
- [00:36:31.660]with next steps.
- [00:36:33.360]Absolutely.
- [00:36:35.141]All righty, well, feel free to reach out
- [00:36:37.880]if you do have a question or comment that comes up
- [00:36:40.260]for you later and also I will send out a note
- [00:36:43.910]to the list serv once everything's been posted
- [00:36:46.010]on the website, and feel free to share that with colleagues
- [00:36:49.062]on your campuses and in your communities that might
- [00:36:52.460]also be interested in this information.
- [00:36:54.540]So, I'd like to thank Linda and Lesley for your time today.
- [00:36:57.420]It was great information.
- [00:37:00.040]And thank you all for joining us.
- [00:37:02.298]Thank you.
- [00:37:03.340]Our pleasure, thank you.
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