assessing educational sanctions that facilitate student learning with first-time alcohol policy...

Assessing Educational Sanctions that Assessing Educational Sanctions that Facilitate Student Learning with First-Facilitate Student Learning with First-

Time Alcohol Policy ViolatorsTime Alcohol Policy Violators

International Assessment and International Assessment and Retention ConferenceRetention Conference

St. Louis, MissouriSt. Louis, MissouriJune 10, 2007June 10, 2007

Dr. David HoffmanDr. David HoffmanAssistant Dean of Student Affairs and Director, Office Assistant Dean of Student Affairs and Director, Office

of Citizenship and Community Standardsof Citizenship and Community Standards

Truman State UniversityTruman State University

AgendaAgenda Institutional OverviewInstitutional Overview

Fast FactsFast Facts ContextContext

Overview of Educational SanctionsOverview of Educational Sanctions Educational Sanction Learning OutcomesEducational Sanction Learning Outcomes

Educational Sanctions for First-time Alcohol Policy Educational Sanctions for First-time Alcohol Policy ViolatorsViolators

AlcoholEdu for SanctionsAlcoholEdu for Sanctions Alcohol Discussion GroupAlcohol Discussion Group Out-of-Class Experiences Planning Map Sanction AssignmentOut-of-Class Experiences Planning Map Sanction Assignment Alcohol Reflection EssayAlcohol Reflection Essay Documenting Student Learning and DevelopmentDocumenting Student Learning and Development

Experiential Activity: Evaluating an Alcohol Reflection Experiential Activity: Evaluating an Alcohol Reflection EssayEssay

Disseminating ResultsDisseminating Results Questions and Sharing: Questions and Sharing:

Assessing student conduct learning and development outcomes Assessing student conduct learning and development outcomes on your campuson your campus

Quick FactsQuick Facts

Mission: Missouri’s highly selective public Mission: Missouri’s highly selective public liberal arts and science universityliberal arts and science university Provide the quality of a private liberal arts education Provide the quality of a private liberal arts education

at a public institution costat a public institution cost Location: Kirksville, Missouri Location: Kirksville, Missouri

Rural community of 17,000 located:Rural community of 17,000 located: 90 miles north of Columbia, MO90 miles north of Columbia, MO 150 miles northeast of Kansas City150 miles northeast of Kansas City 200 miles from St. Louis200 miles from St. Louis 140 miles southeast from Des Moines, IA140 miles southeast from Des Moines, IA

Student to Faculty Ratio: 15:1Student to Faculty Ratio: 15:1

Truman State University: Quick FactsTruman State University: Quick Facts

On-campus Residents: approximately 3,000On-campus Residents: approximately 3,000 Enrollment: approximately 6,000 totalEnrollment: approximately 6,000 total

5,750 undergraduate5,750 undergraduate 250 graduate250 graduate 43% male/57%female43% male/57%female Average age 19Average age 19

Greek Population: 1,520 Greek Population: 1,520 26% total26% total 20% women20% women 35% men35% men

Campus Safety: Commissioned, armed police Campus Safety: Commissioned, armed police officersofficers

ContextContext Truman has a long history of being a “dry” Truman has a long history of being a “dry”

campus and alcohol is not permitted on campus and alcohol is not permitted on campus for students, faculty, staff, or guestscampus for students, faculty, staff, or guests

Truman serves primarily traditional age, 18-22 Truman serves primarily traditional age, 18-22 year old students in a residential liberal arts year old students in a residential liberal arts settingsetting First-year students required to live on campusFirst-year students required to live on campus

• Comprise about 50% of campus residentsComprise about 50% of campus residents• Only about 25 local students that live at homeOnly about 25 local students that live at home

Other on-campus residentsOther on-campus residents• Sophomores comprise 25%Sophomores comprise 25%• Juniors and Seniors 25%Juniors and Seniors 25%

ContextContext Truman is a member of Missouri Partners in Truman is a member of Missouri Partners in

Prevention, a state-wide coalition of 12 four-year Prevention, a state-wide coalition of 12 four-year public higher education institutions committed to public higher education institutions committed to reducing underage student drinking and the reducing underage student drinking and the misuse and abuse of alcoholmisuse and abuse of alcohol http://pip.truman.edu/ http://pip.truman.edu/ http://web.missouri.edu/~umcstudentlifemopip/ http://web.missouri.edu/~umcstudentlifemopip/

Comprehensive Campus Approach (based on Comprehensive Campus Approach (based on recommendations of Higher Education Center)recommendations of Higher Education Center) Prevention EducationPrevention Education Harm ReductionHarm Reduction Environmental ManagementEnvironmental Management InterventionIntervention

ContextContext Efforts of the campus-wide coalition as assessed Efforts of the campus-wide coalition as assessed

by CORE Alcohol and Drug Survey and EBI by CORE Alcohol and Drug Survey and EBI Residence Life Survey have demonstrated:Residence Life Survey have demonstrated: Decrease in frequency and number of drinks Decrease in frequency and number of drinks

consumed per occasion (CORE)consumed per occasion (CORE) Decrease in high risk or “binge” drinking rates Decrease in high risk or “binge” drinking rates

(CORE)(CORE) Decrease in number of underage drinkers (CORE)Decrease in number of underage drinkers (CORE) Increase in resident students who report not drinking Increase in resident students who report not drinking

to 50% (EBI)to 50% (EBI) CORE: http://pip.truman.edu/survey_results.asp CORE: http://pip.truman.edu/survey_results.asp

ContextContext Alcohol policy enforcement is one prong of Truman’s Alcohol policy enforcement is one prong of Truman’s

campus-wide approach to addressing student alcohol campus-wide approach to addressing student alcohol misuse and abusemisuse and abuse

Improved consistency in enforcing campus alcohol policy Improved consistency in enforcing campus alcohol policy has resulted in increased conduct referrals during last six has resulted in increased conduct referrals during last six years from Residence Life and Campus Police to years from Residence Life and Campus Police to Conduct OfficeConduct Office

The Office of Citizenship and Community Standards has The Office of Citizenship and Community Standards has a holistic educational philosophy in addressing student a holistic educational philosophy in addressing student misconduct through the sanctioning process:misconduct through the sanctioning process:

Environmental management-accountability for behaviorEnvironmental management-accountability for behavior Prevention Education-enhance knowledge, skills, and attitudesPrevention Education-enhance knowledge, skills, and attitudes Harm Reduction-enhance knowledge, skills, and attitudesHarm Reduction-enhance knowledge, skills, and attitudes Intervention-referral and accountability for behaviorIntervention-referral and accountability for behavior

2003-2006 Three-Year Alcohol Violation Statistics2003-2006 Three-Year Alcohol Violation Statistics

Proscribed Proscribed Conduct-Student Conduct-Student Conduct CodeConduct Code

2003-20042003-2004 2004-20052004-2005 2005-20062005-2006

Charged with Charged with Alcohol ViolationsAlcohol Violations

# of # of OffensesOffenses

% of % of OffensesOffenses





10. Alcohol 10. Alcohol ViolationsViolations

106106 43.1%43.1% 162162 41.5%41.5% 184184 17.6%17.6%

10.1 Public 10.1 Public IntoxicationIntoxication

3434 13.8%13.8% 4242 10.8%10.8% 6363 6.0%6.0%

10.2 Manufacture, 10.2 Manufacture, possession, possession, distribution of distribution of alcoholic beveragesalcoholic beverages

7171 28.9%28.9% 107107 27.4%27.4% 115115 11.0%11.0%

10.3 Operating a 10.3 Operating a vehicle under the vehicle under the influence of alcoholinfluence of alcohol

11 0.4%0.4% 33 0.8%0.8% 44 0.4%0.4%

10.4 Furnishing 10.4 Furnishing Alcohol to under age Alcohol to under age students, intoxicated students, intoxicated individuals, or individuals, or students on students on University property.University property.

00 0.0%0.0% 1010 2.6%2.6% 22 0.2%0.2%

Overview of Overview of Educational SanctionsEducational Sanctions

Evolved from developmental sanctioning Evolved from developmental sanctioning philosophy and guidephilosophy and guide

Developmental alcohol sanctions in place for six Developmental alcohol sanctions in place for six yearsyears

Influenced by Gary Pavela’s charge to learn Influenced by Gary Pavela’s charge to learn from “positive psychology” and include more from “positive psychology” and include more Socratic dialogue in sanctionsSocratic dialogue in sanctions

ASJA (Association for Student Judicial Affairs) ASJA (Association for Student Judicial Affairs) listserv suggested using Harvard College listserv suggested using Harvard College Alcohol Study and having students focus on Alcohol Study and having students focus on second-hand effects of alcoholsecond-hand effects of alcohol

Overview of Overview of Educational SanctionsEducational Sanctions

Charged by SSAO to assess learning outcomes Charged by SSAO to assess learning outcomes of departmental programs (sanctions)of departmental programs (sanctions)

Use Kitchener and King Reflective Judgment Use Kitchener and King Reflective Judgment Model as a basis for alcohol reflection essaysModel as a basis for alcohol reflection essays

Sanctions are assigned within the context of a Sanctions are assigned within the context of a comprehensive campus-wide approach to comprehensive campus-wide approach to addressing student alcohol misuse and abuseaddressing student alcohol misuse and abuse

Educational Sanction Educational Sanction Learning OutcomesLearning Outcomes

Provide/assure student baseline Provide/assure student baseline knowledge about alcoholknowledge about alcohol

Provide opportunity for student to reflect Provide opportunity for student to reflect on incidenton incident

Provide opportunity for student to take Provide opportunity for student to take responsibility for behavior during incidentresponsibility for behavior during incident

Provide opportunity for student to think Provide opportunity for student to think about behaving differently in future based about behaving differently in future based on incident and sanctionson incident and sanctions

Educational Sanctions for First-timeEducational Sanctions for First-timeAlcohol Policy ViolatorsAlcohol Policy Violators

Complete web-based AlcoholEdu for Sanctions Complete web-based AlcoholEdu for Sanctions coursecourse $30 cost billed to student account$30 cost billed to student account Allowed three weeks to complete first three chapters, Allowed three weeks to complete first three chapters,

two surveys, and examtwo surveys, and exam Allowed two weeks to complete Chapter 4 and Survey Allowed two weeks to complete Chapter 4 and Survey

3 after month interval from exam due date3 after month interval from exam due date

Attend Alcohol Discussion Group offered by Attend Alcohol Discussion Group offered by Counseling Center for conduct referralsCounseling Center for conduct referrals Offered once per monthOffered once per month 90-120 minute discussion group90-120 minute discussion group

Educational Sanctions for First-timeEducational Sanctions for First-timeAlcohol Policy ViolatorsAlcohol Policy Violators

Alcohol Reflection EssayAlcohol Reflection Essay Essay 1 (Read Kingsley essay, reflect on Out-of-Essay 1 (Read Kingsley essay, reflect on Out-of-

Class Experiences Planning Map assignment, and Class Experiences Planning Map assignment, and respond to prompts)-first-yearsrespond to prompts)-first-years

Essay 2 (Read Kingsley essay, read Essay 2 (Read Kingsley essay, read Harvard/Wechsler college alcohol study article, and Harvard/Wechsler college alcohol study article, and respond to prompts)-sophomoresrespond to prompts)-sophomores

Essay 3 (Read Eesley essay, read Harvard/Wechsler Essay 3 (Read Eesley essay, read Harvard/Wechsler college alcohol study article, and respond to college alcohol study article, and respond to prompts)-juniors/seniorsprompts)-juniors/seniors

Additional Sanctions in Cases with Additional Sanctions in Cases with Health or Safety ConcernsHealth or Safety Concerns

Parental notification in health and safety Parental notification in health and safety situationssituations BAC above .15, hospital ER visit, protective custody, BAC above .15, hospital ER visit, protective custody,

driving while intoxicateddriving while intoxicated Student generally has 48 hours from hearing to inform Student generally has 48 hours from hearing to inform

parents and have them confirm with Conduct Officerparents and have them confirm with Conduct Officer Assessment in severe intoxication or violence Assessment in severe intoxication or violence

situationssituations Alcohol InnerviewAlcohol Innerview Counseling AssessmentCounseling Assessment

Residence hall relocationResidence hall relocation Limitation on activitiesLimitation on activities

AlcoholEdu for SanctionsAlcoholEdu for Sanctions Special Features for Judicial Programs

Several important features of AlcoholEdu for Sanctions make it the most effective online tool available to meet the specific alcohol prevention needs of college judicial and disciplinary programs:

Screening Tool: AlcoholEdu for Sanctions integrates AUDIT (the Alcohol Use Disorders Identification Test), a tool developed by the World Health Organization, to help students assess their own drinking behavior. Though not a diagnostic intervention, the 10-question test presents automated feedback to students based on their responses, encouraging those with potential problems to seek support through a formal assessment by a trained health professional.

AlcoholEdu for SanctionsAlcoholEdu for Sanctions Personalized Feedback: Based on proven

motivational interviewing techniques, AlcoholEdu for Sanctions collects responses from students to questions about their behavior and provides information that helps them evaluate and reflect upon their past drinking choices.

Personal Journal: Students respond to open-ended questions about the kinds of choices and situations that often result in violations of alcohol policies in a confidential, personal journal. With year-long access through the AlcoholEdu for Sanctions Notebook portal, they can later review and reflect upon what they have written.

AlcoholEdu for SanctionsAlcoholEdu for Sanctions Four-Chapter Format AlcoholEdu for Sanctions

includes four chapters covering decision-making about drinking – from the way drinking affects college life to practical scenarios that illustrate the real circumstances in which drinking decisions will have to be made. The chapter contents include:

Shaping Our Decisions: Highlights to students the factors that influence their drinking decisions, including family and culture, social situations, media, and advertising.

Knowing the Facts: Introduces the science- and research-based facts, including the impact of alcohol on the body, the factors influencing BAC levels, its impact on risk-taking behaviors and decision-making, including drinking and driving, and the effects of various levels of BAC on learning and memory.

AlcoholEdu for SanctionsAlcoholEdu for Sanctions When it Matters: Helps students design their own

decision-making strategies, including handling parties, coping with peer pressure, understanding alcohol’s interactions with other drugs, finding a support network, and helping others address problems with alcohol.

Deciding for Yourself: Encourages students to integrate key content and decision-making strategies with their experiences with alcohol since the start of the program (approximately 30 days earlier).

The Course Also Features: Surveys and knowledge tests. The course collects

data on students’ alcohol-related knowledge, attitudes, and behaviors at three points in time during the AlcoholEdu for Sanctions experience.

AlcoholEdu for SanctionsAlcoholEdu for Sanctions Customized user experience. Customized course

pathways – based on each student’s sex and drinking patterns – ensure students engage with the program in a meaningful and relevant way to help reduce negative consequences. The course also reassesses a student’s “readiness to change” later in the course and provides additional customization at that point.

Case-based learning and interactive exercises. A multi-series case study allows students to practice using realistic scenarios and develop skills that can be applied in their own lives. Interactive exercises are also included throughout the course to help reinforce key content.

AlcoholEdu for SanctionsAlcoholEdu for Sanctions Evidence-based prevention strategies. The course

incorporates evidence-based prevention strategies, including personalized feedback, motivational interviewing, expectancy theory, and normative feedback – strategies recommended by the National Institute on Alcohol Abuse and Alcoholism (NIAAA).

Test out and opt out. The course acknowledges students’ previous learning, allowing them to “test out” of certain sections. Students can also “opt out” of certain, non-compulsory sections of the course. These options provide a satisfying, streamlined user experience.

AlcoholEdu for SanctionsAlcoholEdu for Sanctions

Course sequence

Outside The Classroom http://www.outsidetheclassroom.com

AlcoholEdu for College ResultsAlcoholEdu for College Results 2004-2005 2004-2005

98 students assigned to course98 students assigned to course 88 students completed course88 students completed course

3 students didn’t complete exam3 students didn’t complete exam 7 students didn’t complete course conclusion7 students didn’t complete course conclusion

95 students completed exam95 students completed exam 91 met the required 75% passing score on the exam91 met the required 75% passing score on the exam Two students didn’t pass (73% and 74% scores)Two students didn’t pass (73% and 74% scores) Average score was 90.1%Average score was 90.1% High 100%; low 73%High 100%; low 73%

Wealth of attitudinal and knowledge gain data Wealth of attitudinal and knowledge gain data provided in analysis by Outside the Classroomprovided in analysis by Outside the Classroom

AlcoholEdu for Sanctions ResultsAlcoholEdu for Sanctions Results 2005-2006 2005-2006

99 students assigned to course99 students assigned to course 75 students completed course75 students completed course

2 students didn’t complete exam2 students didn’t complete exam 22 students didn’t complete course conclusion22 students didn’t complete course conclusion

97 students completed97 students completed Average score on first attempt was 87.1% Average score on first attempt was 87.1% High 100%,; low 65%High 100%,; low 65% 13 students didn’t pass first-time and had to re-take the exam13 students didn’t pass first-time and had to re-take the exam

91 students completed exam with a passing score of 80 91 students completed exam with a passing score of 80 on the examon the exam

Average score was 89%Average score was 89% High 100%; low 80%High 100%; low 80%

Wealth of attitudinal and knowledge gain data provided Wealth of attitudinal and knowledge gain data provided in analysis by Outside the Classroomin analysis by Outside the Classroom

Alcohol Discussion GroupAlcohol Discussion Group Usually held once a month in the eveningUsually held once a month in the evening Facilitated by University Counselor and InternFacilitated by University Counselor and Intern Alcohol 101+ and AlcoholEdu materials serve as Alcohol 101+ and AlcoholEdu materials serve as

resourceresource Psycho-educational, mostly discussion based Psycho-educational, mostly discussion based

reflection groupreflection group Topics: responsible drinking, alcohol effects on Topics: responsible drinking, alcohol effects on

the body, driving while intoxicated, setting the body, driving while intoxicated, setting drinking limits, etc.drinking limits, etc.

Confidential, attendance verifiedConfidential, attendance verified Students assigned sanctionStudents assigned sanction

2004-2005: 87 students2004-2005: 87 students 2005-2006: 64 students2005-2006: 64 students 2006-2007: 60 students2006-2007: 60 students

Out-of-Class Experience Planning Map Out-of-Class Experience Planning Map Sanction AssignmentSanction Assignment

Out-of-Class Experience Planning Out-of-Class Experience Planning Map Sanction AssignmentMap Sanction Assignment

First Year studentsFirst Year students Completion of the Out-of-Class Planning Map Completion of the Out-of-Class Planning Map

Self-Assessment and Goal Setting Exercises Self-Assessment and Goal Setting Exercises by by (Friday four weeks after hearing date)(Friday four weeks after hearing date) at 5 at 5 p.m.p.m.

You are required to review information on the Out-of-Class You are required to review information on the Out-of-Class Experience Map which can be found at Experience Map which can be found at http://http://saffairs.truman.edu/planning_mapsaffairs.truman.edu/planning_map//. .

Please read and review the following sections: Understand the Please read and review the following sections: Understand the Purpose, Download the Map (Quadrants, Setting Goals, Purpose, Download the Map (Quadrants, Setting Goals, Examples, How to Get Involved, and How to Use the Map), Take Examples, How to Get Involved, and How to Use the Map), Take the Self-Assessment, Experience the Benefits, and Questions the Self-Assessment, Experience the Benefits, and Questions for Students. for Students.

Out-of-Class Experience Planning Map Out-of-Class Experience Planning Map Sanction AssignmentSanction Assignment

Please download and complete the Out-of-Class Planning Map Please download and complete the Out-of-Class Planning Map Self-Assessment available at: Self-Assessment available at: http://http://saffairs.truman.edu/planning_map/self_assessment.htmsaffairs.truman.edu/planning_map/self_assessment.htm. .

After completing the self-assessment, download the Goal Sheet After completing the self-assessment, download the Goal Sheet available at available at http://http://saffairs.truman.edu/planning_map/planning_map.htmsaffairs.truman.edu/planning_map/planning_map.htm. Please . Please identify at least one long-term goal for each of the four quadrants identify at least one long-term goal for each of the four quadrants and two out-of-class activities that you might engage in to and two out-of-class activities that you might engage in to accomplish each goal. accomplish each goal.

When you have completed the self-assessment When you have completed the self-assessment and the goal sheet as instructed, seek out a and the goal sheet as instructed, seek out a member of the faculty or staff at Truman (your member of the faculty or staff at Truman (your RCP or faculty advisor, hall director, coach, RCP or faculty advisor, hall director, coach, student affairs staff, etc.) to discuss your self-student affairs staff, etc.) to discuss your self-assessment and initial set of long-term goals.assessment and initial set of long-term goals.

Out-of-Class Experience Planning Out-of-Class Experience Planning Map Sanction AssignmentMap Sanction Assignment

Based on that discussion, revise your list of Based on that discussion, revise your list of long-term goals and the out-of-class activities long-term goals and the out-of-class activities you have identified to assist you in achieving you have identified to assist you in achieving your goals. your goals.

Please submit by Please submit by datedate copies of your self- copies of your self-assessment, your initial goals and out-of-class assessment, your initial goals and out-of-class activities sheet, and your revised goals and out-activities sheet, and your revised goals and out-of-class activities sheet.of-class activities sheet.

Students assigned sanction: Students assigned sanction: 2004-2005: 64 students2004-2005: 64 students 2005-2006: 76 students2005-2006: 76 students 2006-2007: 33 students2006-2007: 33 students

Reflection Assignments for Reflection Assignments for Alcohol Policy ViolatorsAlcohol Policy Violators

First assigned 2001-2002 by predecessor as Conduct First assigned 2001-2002 by predecessor as Conduct OfficerOfficer

Refined in 2002-2003 when I assumed roleRefined in 2002-2003 when I assumed role Assessed beginning in 2003-2004 through 2005-2006 Assessed beginning in 2003-2004 through 2005-2006

with an Alcohol Reflection Essay and a Harvard College with an Alcohol Reflection Essay and a Harvard College Alcohol Study Article ReviewAlcohol Study Article Review

Assignments refined a bit each yearAssignments refined a bit each year First-year and sophomore students completed a reflection essay First-year and sophomore students completed a reflection essay

including reading Kingsley essay and completing Out-of-Class including reading Kingsley essay and completing Out-of-Class Experiences Planning MapExperiences Planning Map

Juniors and seniors completed a reflection essay reading Eesley Juniors and seniors completed a reflection essay reading Eesley essay and completing separate Harvard College Alcohol Study essay and completing separate Harvard College Alcohol Study ReviewReview

Revised to three essay assignment format in 2006-2007Revised to three essay assignment format in 2006-2007 Revised (shortened) evaluation formRevised (shortened) evaluation form Have used coalition members and conduct board Have used coalition members and conduct board

members to evaluatemembers to evaluate

Alcohol Essay Evaluation Alcohol Essay Evaluation 2004-2005 : Reflective Judgment2004-2005 : Reflective Judgment

Dean of Student’s reviewed 84 usable Dean of Student’s reviewed 84 usable reflection papers for reflective judgment reflection papers for reflective judgment based on Kitchener and King’s modelbased on Kitchener and King’s model

69 (82%) demonstrated evidence of writer 69 (82%) demonstrated evidence of writer taking personal responsibility for actionstaking personal responsibility for actions

59 (70%) indicated learning something 59 (70%) indicated learning something from one or more of the educational from one or more of the educational sanctionssanctions

55 (65%) indicated they would change 55 (65%) indicated they would change their behavior based upon the experiencetheir behavior based upon the experience

Alcohol Reflection Essay 1:Alcohol Reflection Essay 1:First Year Students (FY07)First Year Students (FY07)

Assignment Directions: Assignment Directions: Alcohol Reflection Essay 1 due Alcohol Reflection Essay 1 due date (after AlcoholEdu first date (after AlcoholEdu first

date and Group)date and Group) at 5:00 p.m. at 5:00 p.m. in the Office of Citizenship and in the Office of Citizenship and Community Standards.Community Standards.

You are required to write a paper reflecting on what you have You are required to write a paper reflecting on what you have learned from this experience, your completion of AlcoholEdu for learned from this experience, your completion of AlcoholEdu for Sanctions, participation in the Alcohol Discussion Group, and Sanctions, participation in the Alcohol Discussion Group, and completion of the Out-of-Class Planning Map assignment. completion of the Out-of-Class Planning Map assignment.

In addition, please read the essay by Jennifer Kingsley entitled In addition, please read the essay by Jennifer Kingsley entitled “Academics are the Easy Part of College” available at: “Academics are the Easy Part of College” available at: http://www.collegevalues.org/reflections.cfm?id=322&a=1 .http://www.collegevalues.org/reflections.cfm?id=322&a=1 .

This paper should be three to five pages in length, 12-point font, This paper should be three to five pages in length, 12-point font, Times New Roman, and double-spaced with standard margins. Times New Roman, and double-spaced with standard margins.

This paper should utilize appropriate language, grammar, and This paper should utilize appropriate language, grammar, and spelling. spelling.

If the paper does not address these requirements it may be If the paper does not address these requirements it may be returned for revisions.returned for revisions.

Alcohol Reflection Essay 1:Alcohol Reflection Essay 1: First Year Students (FY07) First Year Students (FY07)

Reflection prompts:Reflection prompts: Please write about what you have learned about your Please write about what you have learned about your

own decisions and behavior during this incident. own decisions and behavior during this incident. How do your values and ethics affect your decisions? How do your values and ethics affect your decisions? How does alcohol affect this decision-making ability How does alcohol affect this decision-making ability

for you? for you? What responsibility do you have for the effects of your What responsibility do you have for the effects of your

drinking behavior on others, especially those in the drinking behavior on others, especially those in the Truman community? Truman community?

How has your drinking behavior impacted others, How has your drinking behavior impacted others, especially those in the Truman community?especially those in the Truman community?

What are your thoughts on Ms. Kingsley’s statement What are your thoughts on Ms. Kingsley’s statement “the most difficult, dilemma-filled component of “the most difficult, dilemma-filled component of college life is the social life.” college life is the social life.”

Alcohol Reflection Essay 2:Alcohol Reflection Essay 2: Sophomore Students (FY07) Sophomore Students (FY07)

Assignment DirectionsAssignment Directions Alcohol Reflection Essay 2 due Alcohol Reflection Essay 2 due date (after date (after

AlcoholEdu for Sanctions first due date and AlcoholEdu for Sanctions first due date and Group)Group) at 5:00 p.m. at 5:00 p.m. in the Office of Citizenship in the Office of Citizenship and Community Standards.and Community Standards.

You are required to write a paper reflecting on what You are required to write a paper reflecting on what you have learned from this experience, your you have learned from this experience, your completion of AlcoholEdu for Sanctions, and completion of AlcoholEdu for Sanctions, and participation in the Alcohol Discussion Group. participation in the Alcohol Discussion Group.

In addition, please read the essay by Jennifer In addition, please read the essay by Jennifer Kingsley entitled “Academics are the Easy Part of Kingsley entitled “Academics are the Easy Part of College” available at: College” available at: http://www.collegevalues.org/reflections.cfm?http://www.collegevalues.org/reflections.cfm?id=322&a=1 and the 2001 Harvard College Alcohol id=322&a=1 and the 2001 Harvard College Alcohol Study and Trends article by Henry Wechsler and Study and Trends article by Henry Wechsler and others available at: others available at:


http://www.hsph.harvard.edu/cas/Documents/trends/http://www.hsph.harvard.edu/cas/Documents/trends/Trends.pdf. Trends.pdf.

This paper should be five to seven pages, 12-point font, This paper should be five to seven pages, 12-point font, Times New Roman, and double-spaced with standard Times New Roman, and double-spaced with standard margins. margins.

This paper should utilize appropriate language, This paper should utilize appropriate language, grammar, and spelling.grammar, and spelling.

If the paper does not address the requirements it may If the paper does not address the requirements it may be returned for revisions. be returned for revisions.


Reflection Prompts:Reflection Prompts: Please write about what you have learned about your Please write about what you have learned about your

own decisions and behavior during this incident. own decisions and behavior during this incident. How do your values and ethics affect your decisions? How do your values and ethics affect your decisions? How does alcohol affect this decision-making ability How does alcohol affect this decision-making ability

for you?for you? What are your thoughts on Ms. Kingsley’s statement What are your thoughts on Ms. Kingsley’s statement

“the most difficult, dilemma-filled component of “the most difficult, dilemma-filled component of college life is the social life?”college life is the social life?”


In reading the Harvard Study, please focus on what In reading the Harvard Study, please focus on what Wechsler and his colleagues describe as the Wechsler and his colleagues describe as the secondary effects of binge drinking and alcohol abuse secondary effects of binge drinking and alcohol abuse by college students. What responsibility do you have by college students. What responsibility do you have for the effects of your drinking behavior on others, for the effects of your drinking behavior on others, especially those in the Truman community? especially those in the Truman community?

How has your drinking behavior impacted others, How has your drinking behavior impacted others, especially those in the Truman community? especially those in the Truman community?

Based on this review and your answers to the Based on this review and your answers to the previous questions, do you believe you need to act previous questions, do you believe you need to act differently in the future? differently in the future?

Why or why not? Why or why not?

Alcohol Reflection Essay 3:Alcohol Reflection Essay 3: Junior/Senior Students (FY07) Junior/Senior Students (FY07)

Assignment Directions:Assignment Directions: Reflection Paper due Reflection Paper due datedate (after AlcoholEdu for (after AlcoholEdu for

Sanctions first due date and Group)Sanctions first due date and Group) at 5:00 p.m. at 5:00 p.m. in in the Office of Citizenship and Community the Office of Citizenship and Community Standards.Standards.

You are required to write a paper reflecting on what You are required to write a paper reflecting on what you have learned from this experience, your you have learned from this experience, your completion of AlcoholEdu for Sanctions, and completion of AlcoholEdu for Sanctions, and participation in the Alcohol Discussion Group. participation in the Alcohol Discussion Group.

In addition, please read the essay by Chuck Eesley In addition, please read the essay by Chuck Eesley entitled “Figuring Out Life’s Most Important entitled “Figuring Out Life’s Most Important Questions” available at: Questions” available at: http://www.collegevalues.org/reflections.cfm?http://www.collegevalues.org/reflections.cfm?id=676&a=1 and the 2001 Harvard College Alcohol id=676&a=1 and the 2001 Harvard College Alcohol Study and Trends article by Henry Wechsler and Study and Trends article by Henry Wechsler and colleagues available at:colleagues available at:


http://www.hsph.harvard.edu/cas/Documents/trends/Trends.pdfhttp://www.hsph.harvard.edu/cas/Documents/trends/Trends.pdf This paper should be five to seven pages, 12-point This paper should be five to seven pages, 12-point

font, Times New Roman, and double-spaced with font, Times New Roman, and double-spaced with standard margins. standard margins.

This paper should utilize appropriate language, This paper should utilize appropriate language, grammar, and spelling. grammar, and spelling.

If the paper does not address these requirements it If the paper does not address these requirements it may be returned for revisions.may be returned for revisions.


Reflection Prompts:Reflection Prompts: Please answer the following questions: What legacy Please answer the following questions: What legacy

do you want to leave for this world? do you want to leave for this world? What have you done to accomplish this? What have you done to accomplish this? How might your behavior in this incident be an How might your behavior in this incident be an

obstacle to accomplishing your goals in this regard? obstacle to accomplishing your goals in this regard? In reading the Harvard Study, please focus on what In reading the Harvard Study, please focus on what

Wechsler and his colleagues describe as the Wechsler and his colleagues describe as the secondary effects of binge drinking and alcohol abuse secondary effects of binge drinking and alcohol abuse by college students. by college students.


What responsibility do you have for the effects of your What responsibility do you have for the effects of your drinking behavior on others, especially those in the drinking behavior on others, especially those in the Truman community?Truman community?

How has your drinking behavior impacted others, How has your drinking behavior impacted others, especially those in the Truman community? especially those in the Truman community?

Based on this review and your answers to the Based on this review and your answers to the previous questions, do you believe you need to act previous questions, do you believe you need to act differently in the future? differently in the future?

Why or why not?Why or why not?

Alcohol Reflection Essays 2006-2007Alcohol Reflection Essays 2006-2007 Alcohol Reflection Essay 1 Assigned: 58Alcohol Reflection Essay 1 Assigned: 58

Completed as of June 3, 2007: 47Completed as of June 3, 2007: 47 Fall 2006: 28 assigned; 27 completedFall 2006: 28 assigned; 27 completed Spring 2007: 30 assigned; 20 completedSpring 2007: 30 assigned; 20 completed

Alcohol Reflection Essay 2 Assigned: 13Alcohol Reflection Essay 2 Assigned: 13 Completed as of June 3, 2007 : 9Completed as of June 3, 2007 : 9 Fall 2006: 9 assigned; 6 completedFall 2006: 9 assigned; 6 completed Spring 2007:4 assigned; 3 completedSpring 2007:4 assigned; 3 completed

Alcohol Reflection Essay 3 Assigned: 29Alcohol Reflection Essay 3 Assigned: 29 Completed as of June 3, 2007 : 24Completed as of June 3, 2007 : 24 Fall 2006: 22 assigned; 19 completedFall 2006: 22 assigned; 19 completed Spring 2007: 7 assigned; 5 completedSpring 2007: 7 assigned; 5 completed

Fall 2006 Alcohol Essay Fall 2006 Alcohol Essay Sanction EvaluationSanction Evaluation

A sample of 51 out of 52 completed Alcohol A sample of 51 out of 52 completed Alcohol Reflection Essays were evaluated from the Fall Reflection Essays were evaluated from the Fall 2006 semester2006 semester Alcohol Reflection Essay 1: 27Alcohol Reflection Essay 1: 27 Alcohol Reflection Essay 2: 6Alcohol Reflection Essay 2: 6 Alcohol Reflection Essay 3: 19Alcohol Reflection Essay 3: 19

Evaluations were conducted by six student Evaluations were conducted by six student members of University Conduct Boardmembers of University Conduct Board

Rater disagreements were resolved by a student Rater disagreements were resolved by a student worker in Office of Citizenship and Community worker in Office of Citizenship and Community StandardsStandards


ThemeYes No Not Discussed

A. AlcoholEdu for Sanctions

A.1 Student reported AlcoholEdu for sanctions was 31 12 8

a positive experience 60.8% 23.5% 15.7%

A.2 Student reported gaining useful knowledge and/or 32 11 8

information from AlcoholEdu for Sanctions 62.7% 21.6% 15.7%

A.3 Other themes: 5 38 8

9.8% 74.5% 15.7%


B. Alcohol Discussion Group

B.1 Student reported the Alcohol Discussion Group 20 11 20

was a positive experience 39.2% 21.6% 39.2%

B.2 Student reported gaining useful knowledge and/or 18 13 20

information from Alcohol Discussion Group 35.3% 25.5% 39.2%

B.3 Other themes: 4 27 20

7.8% 53.0% 39.2%


C. Reflective Judgment

C.1 Essay demonstrates student taking personal 46 5

responsibility for his/her actions/behavior during 90.2% 9.8%

incident

C.2 Essay demonstrates student gained useful 41 10

knowledge and/or information from one or more 80.4% 19.6%

of the educational sanctions

C.3 Essay demonstrates that student indicates he/she 42 9

will change behavior based on incident 82.4% 17.6%

Fall 2006 Alcohol Essay Evaluation: Fall 2006 Alcohol Essay Evaluation: Documenting Student Learning Documenting Student Learning

and Developmentand Development Compiled summary list of narrative themes documented Compiled summary list of narrative themes documented

by evaluatorsby evaluators Evaluation of the alcohol reflection essays demonstrate Evaluation of the alcohol reflection essays demonstrate

that approximately 75% of those discussing AlcoholEdu that approximately 75% of those discussing AlcoholEdu for Sanctions reported gaining useful knowledge and that for Sanctions reported gaining useful knowledge and that it was a positive experienceit was a positive experience

Evaluation of the alcohol reflection essays demonstrate Evaluation of the alcohol reflection essays demonstrate that approximately two-thirds of those discussing the that approximately two-thirds of those discussing the Alcohol Discussion Group reported gaining useful Alcohol Discussion Group reported gaining useful knowledge and that it was a positive experienceknowledge and that it was a positive experience

The alcohol reflection essay demonstrate that over 80% The alcohol reflection essay demonstrate that over 80% of the sanctioned students achieved the learning of the sanctioned students achieved the learning reflection outcomes as assessed by the evaluators.reflection outcomes as assessed by the evaluators.

Experiential ActivityExperiential Activity

Rate an Alcohol Reflection EssayRate an Alcohol Reflection Essay Compare ratings with your partnerCompare ratings with your partner DiscussionDiscussion

Disseminating ResultsDisseminating Results Results of the assessment have been shared in Results of the assessment have been shared in

the department’s annual report with the Senior the department’s annual report with the Senior Student Affairs Officer since 2003-2004. Student Affairs Officer since 2003-2004.

The SSAO included the results from the The SSAO included the results from the department’s annual report in a bi-monthly report department’s annual report in a bi-monthly report to University Board of Governors in August to University Board of Governors in August 2004. 2004.

The Board of Governors were intrigued by the The Board of Governors were intrigued by the assessment and asked that this assessment assessment and asked that this assessment data continue to be collected and reported to data continue to be collected and reported to them on an annual basis.them on an annual basis.

Disseminating ResultsDisseminating Results

The summary data is available to the University The summary data is available to the University community on the office website.community on the office website.

The data is shared annually with other Student The data is shared annually with other Student Affairs directors as part of the office presentation Affairs directors as part of the office presentation of assessment data.of assessment data.

The outcome evaluation data has been The outcome evaluation data has been significant in refining and/or retaining the significant in refining and/or retaining the reflection prompts, the alcohol discussion group, reflection prompts, the alcohol discussion group, and AlcoholEdu for Sanctionsand AlcoholEdu for Sanctions

Discussion and QuestionsDiscussion and Questions

Successful Educational Sanctions for Successful Educational Sanctions for Violators on your campus?Violators on your campus?

THANK YOU!!THANK YOU!!

David A. Hoffman, Ph.D.David A. Hoffman, Ph.D.Assistant Dean of Student Affairs and Assistant Dean of Student Affairs and

Director, Office of Citizenship and Director, Office of Citizenship and Community StandardsCommunity Standards


E-mail: [email protected]: [email protected] Voice: 660.785.4111Voice: 660.785.4111 Web: http://conduct.truman.edu Web: http://conduct.truman.edu

ResourcesResources WebWeb

Truman State University Truman State University http://www.truman.edu/http://www.truman.edu/

Office of Citizenship and Community StandardsOffice of Citizenship and Community Standardshttp://conduct.truman.edu/ http://conduct.truman.edu/

Partners in PreventionPartners in Prevention http://pip.truman.edu/http://pip.truman.edu/

Student AffairsStudent Affairs

http://saffairs.truman.edu/http://saffairs.truman.edu/ Out-of-Class Planning MapOut-of-Class Planning Map

http://.truman.edu/planning_map/http://.truman.edu/planning_map/

ReferencesReferences King, P. & Kitchener, K. (1994). King, P. & Kitchener, K. (1994). Developing reflective judgmentDeveloping reflective judgment. San . San

Francisco: Jossey-Bass.Francisco: Jossey-Bass. Pavela, G. (2001, April 18). Student ethical development and “positive Pavela, G. (2001, April 18). Student ethical development and “positive

psychology,” psychology,” Law and Policy Report, Law and Policy Report, (13). ((13). (Retrieved June 4, 2007 Retrieved June 4, 2007 http://www.asjaonline.org/en/art/?65 )http://www.asjaonline.org/en/art/?65 )..

Olshack, R. (2000). Olshack, R. (2000). A guide for effective sanctioning: From theory to A guide for effective sanctioning: From theory to practicepractice. Normal, IL: Illinois State University. Normal, IL: Illinois State University

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