Issues of Effective Alcohol, Other Drug and Violence Prevention Programming and Delivery for Community College Students

Judy S. Hartleroad

Illinois Higher Education Center, Eastern Illinois University

The total enrollment at community colleges in Illinois in 2003 was 365,019 students. This figure represents 46% of all students enrolled in Illinois colleges. Another 50% of students were divided equally between four year public and private institutions. i It is important to provide all Illinois students with quality education in a safe environment, but most AOD prevention strategies and materials are developed for four year public and private college students.

Research on the problem of alcohol and drug use on community college campuses and effective prevention of that use is limited. While alcohol use is generally lower at two-year colleges than it is at four-year colleges, the 2004 Core Results and Analysis for Illinois found a narrow difference. 80.5% of the students at two-year colleges and 85.5% of the students at four-year colleges consumed alcohol in the past year. 86.7% of students responding to this survey were in the "typical" college age range of 18-22. ii

However, the traditional age student reflected in the latest Illinois data does not accurately represent the average community college student. “…community college students tend to be older, and they more often work full-time, have children, or live with their parents. All of these factors are known to reduce the risk of AOD-related problems. Few community colleges have fraternities and sororities or large intercollegiate athletics programs, and only 20 percent of community colleges have residence halls – all features of college life that are known to increase the likelihood of AOD problems on campus.” iii

Given that the typical community college’s physical environment reduces the likelihood that students will drink while actually on campus, it is common for administrators and policymakers to question the need for AOD prevention for their students. According to Ottenritter and Barnett,

“Community colleges should care about health for several reasons. People don’t learn well if they’re not healthy. The success of the institution’s academic mission depends not only on the instruction it provides, but on the climate it creates – and its climate is about how students live, not simply how they do school-work. People of all ages need to learn how to engage in good health not just for themselves, but for partners, children, family members and neighbors.” iv

In order to create a healthy campus environment, a minimal infrastructure is required “including adequate staffing and funding, campus-community coalitions, administrative support, and a needs assessment – the building blocks for a comprehensive approach to the prevention of AOD misuse on college campuses.” v

“Administration and leadership of a college may play a critical role in health awareness by focusing on the larger systemic points of intervention and setting institutional priorities. This can be done through strategic plans, funded initiatives, program accreditation processes, periodic reviews, annual budget requests and allocations, collaboration with boards of trustees, compliance with federal, state and local laws, and collaboration with the community.” vi

Even with adequate infrastructure and policy in place, community colleges face unique obstacles to prevention practice and program delivery. The Task Force of the National Advisory Council on Alcohol Abuse and Alcoholism developed a three tiered list of prevention strategies for colleges with ranking based upon evidence of effectiveness. vii Unfortunately, the strategies demonstrating the most effectiveness are also the most costly in terms of staff time and funding. Even social norms marketing which can address an entire campus at a low cost is most effective when it is targeted to a specific group, presented in small groups, and given in high doses. Community colleges generally have limited staff and financial resources to implement these more effective strategies.

Another major obstacle is student engagement. According to Holton in his article on service learning programs at rural colleges, there are three primary reasons for this. Community colleges are overwhelmingly commuter colleges where students gather for class and then disburse throughout the district. The size of the district is also problematic with community college districts commonly including as many as four counties. Commuters may spend two to three hours driving to and from campus. The third obstacle is the demographics of the student body. “With a median age of 28-30 and a majority being female (and mothers) the… student is often focused solely on academic and personal survival…” Holton also identifies an issue of leadership development. “Many… students… need to move to larger urban or suburban areas to complete their education. So the college develops the leadership potential of its students just in time for them to transfer to a university…” viii

While these are difficult obstacles they are not insurmountable. Curriculum infusion and service learning modules offer opportunities for students to gain needed prevention information and support as part of their normal classroom experience. Additionally, service learning is associated with less AOD use.

Health and wellness staff needs to work to institutionalize AOD prevention into their college systems so that prevention practices are not dependent upon a single individual. This can be accomplished through campus or campus-community coalitions and consistent communication with administrators.

It is also important to develop strong ties to community health and social service agencies within the district. Staff within these agencies are often trained and funded to provide AOD prevention and intervention. They only require orientation to college health needs to provide a valuable and stable resource for campus prevention. Community colleges are in the unique position of being able to offer these agencies meeting space, clientele, and administrative support for their work. “The rural community college can take the lead in an area that lacks any cohesive entity for coordinating community services. By sponsoring a Community Agency Summit, the college can facilitate a new spirit of cooperation in seemingly unconnected organizations. From this start, agencies can better coordinate their efforts, eliminate duplicated services and provide more valuable community service experiences for college students. viii

The Core Institute has recently developed an alcohol use and perception survey instrument specifically for community college students. This is an important step but there is a critical need for more research into effective strategies and program delivery for community colleges.

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i State of Illinois Board of Higher Education. (2004). Data Book on Illinois Higher Education. Table II-I.

ii Vineyard, G. (2004). Alcohol Consumption Among College Students in Illinois: 2004 Core Survey Results and Analysis. Illinois Higher Education Center for Alcohol, Other Drug and Violence Prevention.

iii Engaging the Nation’s Community Colleges as Prevention Partners: A Brief Report from the Roundtable on Community College Health and Safety: Preventing Substance Abuse and Violence. (2002) Cambridge, MA: Education Development Center, Inc., Higher Education Center for Alcohol and Other Drug Prevention (ERIC Document Reproduction Service No. ED 478 630)

iv Ottenritter, N., Barnett, L. (1998). Community Colleges Tackle Student Health and HIV/AIDS (Report No. AACC-RB-98-3). Washington, DC: American Association of Community Colleges. (ERIC Document Reproduction Service No. ED 419 574)

v The Illinois Prevention Alliance for Higher Education. (2004). Position Paper on Prevention Infrastructure in Higher Education. Illinois Higher Education Center for Alcohol and Other Drug Prevention.

vi Ottenritter, N., Barnett, L. (1997). Bridges to Healthy Communities, American Association of Community Colleges Research Brief (Report No. AACC-RB-97-1). Atlanta, GA: Centers for Disease Control, Div. Of Adolescent and School Health. (ERIC Document Reproduction Services No. ED 422 043)

vii Task Force of the National Advisory Council on Alcohol Abuse and Alcoholism. (2002). A Call to Action: Changing the Culture of Drinking at U.S. Colleges. (NIH Publication No. 02-5010). Bethesda, MD: National Institute of Health.

viii Holton, N. (2003). Service Learning in the Rural Community College. Roscommon, MI: Kirtland Community College. (ERIC Document Reproduction Service No. ED 480 576)