Take A Ride, Save A Life By: Katrina Daoud and Amy Whitman

April 29, 2013

Created For Public Health 499: Program Implementation Dr. Audra Gollenberg

Shenandoah University

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Table of Contents I. Rationale…………………………………………………………………………..……3

II. Mission, Goals, and Objectives………………………………………………………..X

III. Theoretical Framework………………………………………………..……………...X

IV. Intervention Plan…………………………………..………………………………….X

V. Evaluation Plan……………………………………………...………………………...X

VI. Bibliography…………………………………………………………………………X

VII. Appendices (Program Materials)……………………………………………………X

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I. Rationale A Rationale for “Take a Ride, Save a Life”: A campaign to create a Safe Ride & Educational Program at Shenandoah University

The consumption of excessive alcohol in college age students has become a heavy

public health burden in the United States. Binge Drinking effects almost half of all

college students, 44% to be precise, at some point during their college years. Almost a

quarter of all college males meet the criteria for an alcohol use disorder (Beck et al,

2008). According to the CDC, alcohol is the most commonly used and abused drug

among youth, more than tobacco and illicit drugs. Binge Drinking, not only highly

prevalent is costly, in terms of money and fatalities. It costs the United States $223

billion dollars a year (CDC, 2013). In 2010, there were 189,000 emergency room visits

associated with alcohol use in the youth. It is clear that binge drinking is a heavy burden

on the college population.

In addition to its prevalence, alcohol use is linked with an array of health

problems. Alcohol use in the United States is associated with unintentional injuries,

intentional injuries, alcohol poisoning, sexually transmitted diseases, unintended

pregnancy, liver disease, high blood pressure, and more (CDC, 2013). In college students

particularly, alcohol use can cause missed classes, falling behind in schoolwork, and lack

of focus on studies. (Beck et al, 2008) Among these health risks, alcohol use is also

associated with high-risk behaviors, such as driving under the influence. In the U.S., a

death occurs every 31 minutes from an alcohol-related motor vehicle accident. According

to the Harvard School of Public Health College Alcohol Survey, 60% of college student

binge drinkers have admitted to drinking and driving (Perkins et al, 2010) and 40% of

college students have ridden in a vehicle with a drunk driver (Beck et al, 2008).

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Drinking and Driving, often linked with binge drinking has its own set of health

consequences in addition to the health risks of drinking alcohol alone. Drinking and

Driving causes deaths of those aren’t involved in the act of drinking; half of the deaths

associated with drunk driving are of passengers in the vehicles involved. (Perkins et al,

2010) Drunk Drivers on the road, while a threat to themselves, are a threat to community

members and they affect everyone who drives, rides in a car, or walks on our roads.

Drinking and Driving by one college individual also increases the likelihood of peers to

engage in the behavior, creating a cyclical effect of a high-risk behavior. (LaBrie et al,

2011) Drinking and Driving is a huge problem at the college level and should be a

priority for program implementation.

One of the national health objectives for 2020, as part of healthy people 2020 is to

reduce alcohol-impaired driving (USDHHS, 2013). Drinking and Driving falls under the

Injury and Violence Prevention goal of healthy people 2020: To Prevent unintentional

injuries and violence, and reduce their consequences (USDHHS, 2013). One of the U.S.

Department of Health’s partners, The Community Guide recommends school-based

programs as an influential solution to this health problem (Reducing et al, 2011).

Colleges and Universities are prime places to influence and educate college students on

health risks, as education and growth are the primary goals of a college. Colleges also

have the advantage of interacting with the target audience on a daily to hourly basis,

another important strategy of intervention. In the past, arrays of different programs have

been implemented at colleges and universities across the country targeting drunk driving

and have proven to be successful.

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In 2008, The University of Mississippi hosted a study to examine the

effectiveness of a social marketing campaign on a mid-sized university campus. The

study revolved around a poster being displayed in multiple locations on campus from the

period of fall 2004 to Spring 2006. The poster consisted of a scene from Michelangelo’s

painting, The Creation of Adam, in the Sistine Chapel. On the poster, one hand is taking

keys from the other. The phrases “Carpe Key-em” and “Seize the Keys” are printed on

the poster. Then the poster says “Most Sam Houston State University students choose not

to drink and drive”. Sixty Posters were placed all over the campus. After the time period,

a thirteen item questionnaire was offered to 15,000 residential and non-residential

students. The questions consisted of whether the students saw the poster, read it, and

influenced their actions because of it. Results of the study showed that more than half of

the surveyed student body viewed the poster, 52%, 41% of the students read the poster,

and 44% percent of those who read the poster choose to influence their behavior. (Bass et

al, 2008). Results of the study showed that a social media campaign can be an effective

tool on a college campus, especially if utilized with other programs.

The University of Michigan launched a web-based alcohol prevention program

entitled Michigan Prevention and Alcohol Safety for Students in 2010 to educate and

reduce drinking and driving behavior on Michigan’s Campus. The students were given

surveys and were asked to view four 10-minute web based sessions on the risks of

drinking and driving through a span of 9 weeks. The intervention sessions were targeted

towards the student’s reported alcohol usage. A control group, from the same student

body completed the questionnaires with no intervention web-based sessions. Students

were surveyed before, during, and after the program. Results from the study showed that

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the intervention groups reported more reasons to not drink and drive at the end of the

program than the control group. The study results showed that college students are

willing to receive information as the study had a 77% retention rate. It also showed that

students who are shown information about drinking and driving may be more likely to

reduce their behavior. The conclusions showed that an educational program on a

university campus can also be effective. (Bingham et al, 2010)

A study funded by the University of Wyoming examined a university safe ride

program to evaluate whether the program could reduce drunk driving prevalence and cost

to society in terms of money and fatalities. The study defined a safe ride program as a

program “to offer intoxicated persons a readily available, free or low-cost method of

transportation in lieu of driving intoxicated (Giek et al, 2010).” The study surveyed 194

passengers while they were utilizing the safe ride system over a three month period.

Questions asked included: did the safe ride program influence drinking behavior? Would

you have driven if you didn’t have the safe ride program? And how often did you use the

safe ride program? The study found that 75% of riders utilized the program to reduce

drunk driving. The study found that using an approved analysis, the program saved the

state of Wyoming $3.oo for every $1.00 spent on alcohol. The average usage of the

program by passengers was about 4 times. The study also found that 44% of the students

would have driven home drunk if the safe ride program wasn’t available. The safe ride

program at this university was frequently used, influencing behavior, and was cost

effective; all three important aspects of public health programs.

It is clear from the research that there are numerous benefits for implementing

campus wide programs. Through use of social media, educational programs, and

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interventions on campus, lives and money can be saved. Implementing a safe ride

program, with an educational and social media component can be a great combination for

public health at a university. According to Giek et al at the University of Wyoming,

“college students tend to oppose restrictive alcohol policies but endorse prevention

efforts that allow students to exercise responsibility (Giek et al, 2010).” Shenandoah

University is a small school, with a tight-knit community and provides the perfect place

to implement programs targeted towards making healthier communities.

Contrary to popular belief, implementing a safe ride program does not increase

alcohol consumption by those who use it. In the University of Wyoming study,

participants were asked, “Since safe ride is available, does that influence your drinking?”

81% of the passengers stated that that the safe ride does not change their drinking

behavior or cause them to drink more because of its availability (Giek et al, 2010).

After reviewing national data on college students, it is clear there is a significant

health problem in regards to drinking and driving. To reiterate, research shows that the

prevalence of college drunk drivers is around 40% and the cost in fatalities is in the

billions. (Timmerman et al, 2002). Due to them being a high risk group, college students

are a necessary target for drinking and driving programs. A safe ride program, as well as

an educational and social media program at Shenandoah University will educate students

about the risks and dangers of the behavior, reiterate it through media, and provide an

alternative for the students to utilize. Any unnecessary death is a tragedy and a drinking

and driving program at Shenandoah can help prevent these deaths and educate the future

generation.

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The above rationale supports and advocates for a necessary drinking and driving

program on the Shenandoah University campus. Acceptance of this program will save

money, save lives, educate civilians, and create a healthier and safer future generation of

citizens. There is therefore no doubt that the “Take a Ride, Save a Life” program is the

next medication for the drinking and driving phenomenon.

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II. Mission, Goals, and Objectives

Mission Statement: To reduce drinking and driving behavior on Shenandoah University’s campus Goal One: Increase awareness of the risks of drunk driving among Shenandoah University Students Objective One: The “Take A Ride, Save A Life” staff will train the Residence Life staff during Summer Resident Assistant Training on the dangers of drinking and driving, goals of our program, and how to facilitate workshops. Outcome: Res. Life Staff aware of dangers of drinking & driving and on goals Priority Population: Res. Life Staff Condition: Training by “Take A Ride, Save a Life” Staff Criterion: Summer RA Training

Objective Two: After attending the Residence Life workshop, 75 % of SU freshman will be able to list 2 consequences associated with drunk driving

Outcome: Students will be able to list consequences Priority Population: SU students Conditions: After attending the Residence Life workshop Criterion: 75% Objective Three: After attending the Residence Life workshop, 50% of SU freshman will know how many drinks it takes for them to become unable to drive safely

Outcome: Knowledge of the number of drinks it takes to impair their driving Priority Population: SU students Conditions: After attending the Residence Life workshop Criterion: 50% Objective Four: After observing the Video, Posters, and/or Facebook Page, 75% of college students will recognize that they are at risk of the dangers associated with drunk driving Outcome: Recognize they are at risk Priority Population: SU students Condition: Observing Video, Posters, Facebook Page Criterion: 75% Goal Two: To reduce the rates of drinking and driving among Shenandoah University students Objective One: To implement a pilot phase of the Safe Ride Van for SU students for the month of September to assess usage and evaluate weakness Outcome: Implement a pilot phase Priority Population: SU students Conditions: September month

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Criterion: Student Tally’s to show usage

Objective Tw0: After three months of providing and effectively promoting a safe ride program, half our student body will be able to identify the location of the hours and call in number of the safe ride van. Outcome: Students aware of Van and able to locate the hours and call-in number Priority Population: SU students Conditions: three months Criterion: half student body Objective Three: After 3 months of the safe ride program, 25% of our student body alcohol drinkers will have used the safe ride system at least once Outcome: Students will have used safe ride program Priority Population: SU students Conditions: 3 months Criterion: third of student body

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III. Theoretical Framework

There are many different health risks affecting the United States college

population. It is clear from the research that one such risky behavior at high prevalence in

the college population is drunk driving. According to the Harvard School of Public

Health College Alcohol Survey, 60% of college binge drinkers have admitted to drunk

driving and 40% have admitted to riding in a vehicle with a drunk driver (Perkins et al,

2010). Because of the high prevalence and high risk of drunk driving, it is clear that

college students are in need of public health programs targeted toward this behavior.

College students are a unique population to develop programs for, for an array of

reasons. College students are diverse in race, ethnicity, values, and even age. While there

are many similarities between the college population, there are also many differences in

terms of a student’s beliefs. A college student can be either a hard-core bookworm, rarely

participating in risky behavior all the way to an excessive drinker who barely comes to

class. The fact that college students differ in their views and behavior is an important

aspect of program implementation. Because college students are so diverse in behavior,

the Trans Theoretical Model works well as a guide to developing an intervention toward

drunk driving (see Figure 1).

College students come on all levels of the spectrum when it comes to alcohol use.

Many are uninformed about the dangers of alcohol use and drunk driving. Many are

aware of some dangers, but don’t consider themselves a high risk group. Many are aware

of the dangers and are aware that they are in a high-risk group, but don’t have the

resources to attack the problem (no other transportation available). Then there are those

who are aware of the dangers in their population and have already taken methods to

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reduce their risk (designated driving, walking, taxis). Therefore, college students fit the

trans theoretical model well. They all fall in between pre-contemplation stage to

maintenance stage; therefore our intervention program will strive to address college

students on all of these levels.

Part of the Intervention will be an educational program aimed toward college

students. This educational program will raise awareness about the dangers of alcohol

consumption and drunk driving. For example, it will have presentations, simulations, and

activities that teach the risks of drunk driving, information on how many drinks it takes

before a female and male is unsafe to drive, the differences in alcohol amount in the

different types of drinks such as beer, wine, and liquor and how at risk college students

are to drunk driving. This part of the program specifically targets those students in the

pre-contemplation stage and contemplation stage. Those students are either uninformed,

under informed, tried to change and failed, or intending to change but haven’t been given

the opportunity. The educational component’s goal is to inform the uninformed and

encourage change in the contemplators. The other part of the education program is to

educate about the safe ride program. It will give information on how to access the

program, when the program runs, and who is eligible to utilize the program. This part of

the program is to encourage students in the preparation stage to be prepared to use the

program. They will hopefully add the number of the safe ride vehicle into their cell

phone, preparing to utilize it when needed. This part of the program encourages students

to take action and prepare not to drink and drive.

The other part of the intervention is the safe ride program. The Safe Ride program

targets students in the preparation and action phase, who are looking and willing to use a

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resource to make sure they avoid the high-risk behavior of drunk driving. We also have to

make sure that they continue to use the safe ride program and aren’t relapsing into

drinking and driving their own cars. We will continue to educate students on the dangers

of drunk driving and the ways of prevention that are offered for them at Shenandoah

University.

If we are able to have students get in the habit of using the safe ride program then

we are able to get them into the maintenance stage. This is the hardest stage to reach but

if we continue our efforts with education and spreading the word of the safe ride

program, we have the ability to make it happen. At this stage we will help keep students

from drinking and driving and hopefully encourage other students to take part in the

movement. We will still have to keep an eye out for relapse but will continue education

and spreading the word about the program to help prevent relapse. We will also be able to

show our students how they have changed the Winchester communities incidence of

drunk driving and the impact it will have on the Shenandoah community as well.

For our program, we will be using the trans theoretical model to help educate and

inform all our students about the dangers of drunk driving and safe ways to avoid this

behavior. We want to take our students all the way from the pre-contemplation stage all

the way to the maintenance stage. By influencing the students at each level of change

they are in, we can assure a safer community and make the Shenandoah community a

better and healthier place.

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Figure 1

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IV. Intervention Plan

Drunk Driving is one of the most serious, dangerous, and prevalent problems in

college age students in the United States. Many colleges and universities across the

country are targeting this problem by developing intervention programs that take place on

campus and encourage students to abolish this behavior. Shenandoah University does not

currently have a program dedicated toward attacking the epidemic of drunk driving, and

the “Take A Ride, Save A Life” program is intended to address that problem. The

intervention program will include both an educational and an environmental component.

The following outline is meant to give an overview of the specific components of “Take

A Ride, Save a Life” and how this program will encourage change on this campus.

GOAL ONE: Increase Awareness of the risks of drunk driving among

Shenandoah University students

The first goal of the program is to educate and increase awareness of drunk

driving and the risks associated. This is primarily targeted toward those students who are

in the pre-contemplation stage and contemplation stage of the Trans theoretical model

(TTM). These students are not aware that they are at risk, due to either lack of education

about the issue or they tried to change their behavior once before and failed. The

educational component will consist of an iMovie presentation and a required workshop

partnered with Residence Life.

The iMovie will be shown to all freshman students during their week one

orientation in late August, the first week of classes. It will be a short (5 min or less) video

that is designed to increase awareness of drunk driving as an issue, to let students know

that there is a program on campus targeting the issue, to make aware a Safe Ride program

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is available, and finally to reach the maximum number of freshman students possible (see

Appendix 1). Research shows that college students respond better to short, quick bits of

information as well as with technology versus lectures done by professors (Bingham et

al, 2010). The video will be made by students for the students, because students hear

enough lectures from parents and teachers, and we want the students to know that this is a

mission that their own community wants. The video will consist of an introduction in

which we highlight drunk driving as a problem, a mid-section in which various members

of Shenandoah University will be shown reciting the affirmation statement “My name is

____ and I choose NOT to drink and drive,” and a conclusion in which a brief

advertisement about the safe ride program is shown. The members reciting the slogan

will be the “celebrities” of Shenandoah, including the student government association

president, the athletic team captains, the student res life staff and more.

According to a drinking and driving study done by the University of Michigan,

educational programs can be effective at reducing drunk driving in college students. In

the educational program done at the University of Michigan, there was a 77% retention

rate showing that students are willing to receive information about health problems

(Bingham et al, 2010). The educational program fulfills objectives 1, 2, & 3 because we

are teaching the students the facts about drinking, such as how many drinks it takes

before a person is unable to drive and how alcohol consumption differs between a male

and female. We want our students to be safe when they go out and know about the ways

they can stay safe if they are going to be consuming alcohol away from their home or

dorms.

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We will partner with the Residence life staff for this workshop so we are able to

reach all on-campus freshman students. Additionally, this collaboration with Residence

Life will meet some of their educational goals for provision of residential programs. Our

Residence Life component will initially target freshman students; therefore, as the

program progresses each class year will have attended the program once. The rest of the

intervention program will be targeted towards all Shenandoah students. The Residence

Life workshop will include training of Residence Life Staff prior to the fall semester

during their summer RA training. The program will then be given during their second

week on campus, as college students are most vulnerable to behavior change during their

first semester in college. Our program will consist of a short interactive presentation

directed at the residents about the risks and consequences of drunk driving and different

safety features we want to provide them. After we talk with the residents, we would like

to have a simulation for them to experience the effects of alcohol in a safe environment.

Students will wear fatal vision goggles and walk through an obstacle course with cones to

see how well they can walk while under the influence. This simulation will occur in a

safe environment but it will help the residents to realize how difficult it is to maneuver a

simple task when they are under the influence. Likely the students will have difficulties

attempting to walk with the fatal goggles, showing the students how dangerous it would

be for them to try and operate a motor vehicle.

A study done by the Southern Illinois University assessed the effectiveness of

fatal vision goggles on student’s behavior and found that all students who had a chance to

wear the glasses versus observing others wearing them reported a decrease in favorable

attitudes toward drinking and driving (Jewell et al, 2004). We want this to really show

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the residents how at risk they are of the dangers of drunk driving by allowing each of

them to experience the goggles and to encourage them to use other options, like the safe

ride program we will provide. An educational program with Residence Life will be given

twice in the semester to the students, once at the beginning shortly after they have viewed

the iMovie as the primary form of education about drunk driving and to encourage usage

of the Safe Ride vehicle, and then again at the end of the semester to assess the student’s

knowledge and get feedback on the safe ride program. The program at the end of the

semester is strictly for evaluation purposes and is not targeted toward behavior change.

The goal is to get feedback from the students to see if they utilized the “Take A Ride,

Save A Life” Bus and if they changed their drunk driving behavior since the first

program was given.

GOAL TWO: To Reduce the Rates of Drinking and Driving among Shenandoah

University Students

The second goal of the program is to encourage behavior change: to reduce the

rates of drinking and driving in Shenandoah college students. This part of the program is

targeted toward the students who are in the preparation and action phase of the TTM,

ready to change their behavior and need an environment that supports this change.

According to a study done at the University of Wyoming “college students tend to oppose

restrictive alcohol policies but endorse prevention efforts that allow students to exercise

responsibility (Giek et al, 2010).” College students respond better to options to help them

achieve healthier behavior versus merely telling them not to take part in at risk behavior.

The Safe Ride program is grounded in this value system within the target population. The

Safe Ride program will give students a safer alternative to drunk driving and gives them a

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choice that will be affordable and simple for them to use (versus taxis, public

transportation, and designated drivers which can be expensive or unsafe).

The Safe Ride program will be launched with a partnership between the

Department of Public Safety (DPS) at Shenandoah University and the “Take A Ride,

Save A Life” program. The Safe Ride will be a shuttle van that will run on Friday and

Saturday evenings between the Apple Blossom Walking Mall (where the majority of off-

campus bars/clubs are located) in downtown Winchester and the Department of Public

Safety, located just outside of the Brandt Student Center on Shenandoah’s Main Campus.

It will run on the hour from 11PM to 2AM and will also respond to phone calls for those

who are ready to depart off the hour, or for those needing transportation from elsewhere

(a person’s house). The Safe Ride van will be operated by an approved DPS employee

who has attended the necessary training to transport students. In order to be eligible for

the ride, students must show a Shenandoah University ID card. The van driver will not

record names and ages, therefore all SU students are eligible to ride, regardless of age.

We don’t want to turn away underage students who may have already engaged in one

high risk behavior (drinking alcohol) and then have them engage in another (drunk

driving) because they are worried about the legal consequences. The van ride will be

funded through Shenandoah University, so it will be free for students to use. The Safe

Ride program will run a preliminary trial period for the first Fall Semester that the

program is operating, in order to evaluate effectiveness.

In addition to the Safe Ride program, a poster campaign will also be in effect.

According to a social marketing campaign study done at the University of Mississippi,

half of the student body viewed a specific poster targeting drunk driving on campus and

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41% stated viewing the posters influenced their behavior (Bass et al, 2008). This study

shows posters to be an effective tool to market and encourage behavior change while also

being a non-invasive, relatively low-cost method that can reach a large number of people

very quickly. Our poster campaign will consist of an advertisement of the Safe Ride

program, including the hours and days available and the phone number as well as a

picture of an SU student and the slogan “I choose NOT to drink and drive (See

Appendices 3 and 4).” Partnering with the local bars in downtown Winchester, the

posters will be displayed in the men’s and women’s toilets at the bars. The posters will

also be placed around the SU campus, on the bulletin boards in the mailroom, the doors

in the graduate upperclassman housing (Romine, East Campus Commons, and Edwards)

and a poster outside of the DPS. The posters will allow students to view the phone

number of the Safe Ride, coinciding with our second objective of our second goal; that

students will know how to reach the safe ride program. This hands-on intervention

program is designed to give students a healthier alternative to drunk driving, and to

eliminate the presence of drunk driving on Shenandoah’s campus.

In addition to the posters as a marketing and educational tool, we are launching a

“Take A Ride, Save A Life” Facebook page. The Facebook page will be formatted as a

“group page” and will invite all Shenandoah students that have a Facebook account (See

Appendix 2). The Facebook page will have all the logistical information about the Safe

Ride, including the call-in phone number, and the hours and days of the van operation.

The Facebook page will also be used as an educational tool. Every week, the “Take A

Ride, Save a Life” staff will be responsible for posting a drunk driving fact on the page,

which will appear as a notification on the student’s personal homepages. An example of

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an appropriate fact would be: “44% of all college students have admitted to drinking and

driving. Be smart Shenandoah and utilize the Safe Ride Van.” Social Media is a cost-

effective way to reach a large number of students, and will be an effective tool for our

Safe Ride program.

Our intervention program will consist of five different components, the video

during Welcome Week, Residence Life workshop with a simulation, a safe ride program,

a poster campaign, and the Facebook page (see Figure 2). We want to hit all fields of

learning by showing videos, having personal conversations with the students, posters for

students to see, and providing them an alternative choice for healthier behavior (see

Figure 3). We also know that it takes multiple avenues of getting students to take action

and use the services we would like to provide them. We aim to change the actions of our

students and encourage them to use the “Take A Ride, Save A Life” program we have to

offer. We want to encourage our students to be safe and provide the environment that will

make Shenandoah University a healthier and safer community.

Figure 2

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Intervention Logic Model Inputs

OUTPUTS OUTCOMES

Educational Materials (posters, videos, Facebook) Funding Personnel (DPS, Residence life, Local bars)

RA program (Two Fall semester) Video to show during Welcome Week Posters placed around campus Getting safe ride program for all students (Friday-Saturday) Facebook Page

Students will know risk factors associated with drunk driving. Students will know the number of drinks that makes them unable to drive Students will know hours and phone number of safe ride program Students will use safe ride program

Figure 3

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V. Evaluation Plan

Evaluation is a necessity in public health programs. Evaluation provides feedback

on what went right and what went wrong, it provides hard data in which to show success,

and it gives credibility to the program planners when looking to expand or grow their

program. The “Take a Ride, Save a Life” program, therefore, has a well drawn-out

evaluation plan that will assess each objective of the intervention program (see Figure 4).

Goal One: Increase Awareness of the Risks of Drunk Driving Among

Shenandoah University Students

Objective One: The “Take A Ride, Save A Life” staff will train the Residence

Life staff during Summer Resident Assistant Training on the dangers of drinking and

driving, goals of our program, and how to facilitate workshops

The first goal of the “Take a Ride, Save a Life” program is to increase awareness

of drunk driving and its risks through an educational program. The objectives therefore

are primarily associated with students learning an aspect of knowledge about drunk

driving. Our process objective is to train all the residence life staff during their summer

RA training by the “Take A Ride, Save A Life” staff so that they may assist during the

residence life programs and so that they can guide their students throughout the semester.

We will evaluate this by keeping a log of the training dates and times, as well as the

curriculum that was taught. We will also record feedback from the residence life staff at

the end of the training session on what was helpful and what they think can be improved.

We want to make sure we work with the staff and not just direct lessons at them.

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Objective Two: After attending the Residence Life workshop, 75 % of SU

freshman will be able to list 2 consequences associated with drunk driving

Objective Three: After attending the Residence Life workshop, 50% of SU

freshman will know how many drinks it takes for them to become unable to drive safely

As part of the educational program, we want our students to learn at least 2

consequences associated with drunk driving (objective 1) and the number of drinks it

takes for them to be unable to drive safely (objective 2). To evaluate whether the students

learn these from our program, we will give the students a baseline survey at the first

Residence Life program held during week two of the semester. The majority of all

freshmen should be present at this program because it will be a mandatory program for

the students. The baseline survey will include questions such as “Which age group is

most at risk for the consequences of drunk driving?” and “How long does it take for a

female to be safe to drive after consumption of one drink (glass of wine, one beer, one

shot)?” as well as “How often do you consume alcohol?” and “Have you ever driven a

vehicle after consuming alcohol?” This survey will show the mindset and behavior of the

students before they are exposed to the primary part of our intervention program. The

students will be given the survey before the workshop begins and then the questions on

the survey will be answered and taught during the program.

The students will be then exposed to our intervention throughout the semester,

including our poster campaign, our educational facebook page, and our safe ride van

throughout the semester. One week before finals, the students will attend another

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mandatory meeting in which another survey will be administered asking the same

questions. The students will first be asked if they consumed alcohol throughout the

semester, and if not will not have to complete the parts of the survey relevant to the safe

ride. The students will also be asked if they utilized the safe ride van throughout the

semester and why or why not, as well as if they know where to look for the phone

number of the van. Students that were surveyed at the first meeting and failed to attend

the second, will be emailed the follow-up survey. The survey will be used to see if the

students’ attitude and behavior changed after being exposed to our intervention.

Objective Four: After observing the Video, Posters, and/or Facebook page, 75%

of college students will recognize that they are at risk of the dangers associated with

drunk driving

The college students that are not freshman and do not live in residence halls will

also have access to our intervention, specifically the video, posters, and the Facebook

page. To evaluate their behavior change and assess knowledge, these students will be

emailed a follow-up survey. The freshman on campus students will be excluded from this

email, to not overload students with surveys. This survey will be the same as the follow

up survey given to the freshman, however because they did not have a baseline survey so

they will be asked if they observed the facebook page, the safe ride van, or the posters.

Therefore we will know if they are aware of drunk driving risks, but did not notice any

aspects of our program then we are not responsible for their knowledge gain. Eventually

as the program progresses, all students will have been surveyed at least once (as each

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freshman class graduates). The evaluation process will be much easier, because we will

not have to administer separate surveys to the different students.

Goal Two: To reduce the rates of drinking and driving among Shenandoah

University students

Objective One: To implement a pilot phase of the Safe Ride Van for SU students

for the month of September to assess usage and evaluate weakness

The second goal of the program is to reduce the rates of drinking and driving,

primarily through education and by providing and alternative for the student. Our process

objective is to implement a pilot phase of the Safe Ride Van rides, to assess the

convenience of the van, and the usage during the first month. We want to know whether

students know about the van and whether they are using it to determine if we will

continue the pilot schedule. A Facebook message will be sent to all the Facebook

followers after the pilot phase reminding students of the van and its purpose. At the

conclusion of the pilot phase, the program staff and the department of public safety staff

will have a meeting in which the pilot phase is evaluated and dates, times, and minutes of

that meeting will be recorded.

Objective Two: By providing and effectively promoting a safe ride program

after three months, half our student body will be aware and able to identify the location of

the hours and call-in number of the safe ride van

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The assessment of whether the student body is aware that the Safe Ride exists and

know how to locate the hours and numbers, will be included in the follow-up surveys

previously mentioned. In both the follow-up survey given to the freshman, and the survey

emailed to the campus body, questions asked will include “Are you aware that

Shenandoah University has been offering a Safe Ride Van for the past semester?” and

“Do you know where to locate the hours, days, and call-in phone number for the safe ride

van?”

Objective Three: After 3 months of the safe ride program, 25% of our on campus

student body will have used the safe ride system at least once.

We will evaluate the prevalence of van usage by having the van drivers keep a

tally of how many students they pick up during each time slot and then a tally of the

number of students who called after hours to get a ride. We also want to make sure that

our van driver is staying on schedule with pick ups so we will have the van driver keep a

record of the times and days that the van is used. This record will be kept in the

Department of Public Safety at the end of each shift.

These evaluations will help us to see how well our program is going and what we

can do to improve the program and make students more aware of the van rides. The

“Take A Ride, Save A Life’ committee will be meeting one day during finals week of the

semester after all the follow-up surveys have been completed to evaluate the program.

The committee will look at all the different forms of evaluation and come to a conclusion

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on whether to continue the program into the following semester and what

improvements/revisions can be made. Results will also be sent to school administrators

and stakeholders to create new partnerships and help the program grow. The goal is to

create a successful program and improve it each semester to make the school a safer

place.

Objectives Process OR Impact

Measurement Method

Goal One: Increase awareness of the risks of drunk driving among Shenandoah University students

The “Take A Ride, Save a Life” staff will train the Resident Directors during Summer RA training on dangers of drinking and driving, goals of our program, and how to facilitate workshops

Process Training Log kept with dates and times of training in summer, as well as curriculum; feedback recorded from residence life staff

After attending the Residence Life workshop, 75 % of SU freshman will be able to list 2 consequences associated with drunk driving

Impact Surveys administered at Residence Life workshop and then administered 3 months later to same group of people

After attending the RA program, 50% of SU freshman will know how many drinks it takes for them to become unable to drive safely

Impact Survey administered at Res Life program program and then 3 months later to same group of people

After observing the Video, Posters, and/or Facebook Page, 75% of college students will admit that they are at risk of the dangers associated with drunk driving

Impact Mass Survey given to student Body excluding on-campus Freshman

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Goal Two: To reduce the rates of drinking and driving among Shenandoah University students

To implement a pilot phase of the Safe Ride Van for SU for the month of September to assess usage and evaluate weakness

Process Van Driver signs in and out each time Van is used, and calls are tracked. “Take A ride” Committee holds meeting one week after pilot phase to evaluate usage. Minutes for meeting recorded

After three months of providing and effectively promoting a safe ride program, half our student body will be aware and able to identify the location of the hours and call-in number of the safe ride van

Impact Follow-up Survey given to freshman; Mass Survey given to student body excluding on-campus freshman

After 3 months of the safe ride program, 25% of our student body alcohol drinkers will have used the safe ride system at least once

Impact Van Driver tracks users that are riding. Both freshman follow-up survey & Mass Survey tracks return users.

Figure 4

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VI. Bibliography

Bass, Martha A., & Keathley, Rosanne. (2008). Effectiveness of a Social Norms Marketing Campaign on a University Campus. American Journal of Health Studies. 23 (4) 173-178. Retrieved From ScienceDirect.    Beck, Kenneth H., Arria, Amelia M., Caldeira, Kimberly M., Vincent, Kathryn B., O’Grady, Kevin E., & Wish, Eric D. (2008). Social Context of Drinking and Alcohol Problems Among College Students. American Journal of Health Behavior, 32(4) 420-430. Retrieved From EBSCOhost. Bingham, C. Raymond, Barretto, Andrea Ippel, Walton, Maureen A., Bryant, Christopher M., Shope, Jean T., & Raghunathan, Trivellore E. (2010). Efficacy of a Web-Based, Tailored, Alcohol Prevention/Intervention Program for College Students: Initial Findings. Journal of American College Health, 58 (4) 349-356. Retrieved From CINAHL. Centers For Disease Control and Prevention. (2013). Teen Drinking and

Driving. Retrieved From: http://www.cdc.gov/vitalsigns/TeenDrinkingandDrivng Gieck, D.J., & Slagle David M. (2010). Examination of a University-Affiliated Safe Ride Program. Journal of Alcohol & Drug Education, 54(1) 37-55. Retrieved From CINAHIL. Jewell, Jeremy, Hupp, Stephen, & Luttrell, Greg. (2004). The Effectiveness of Fatal Vision Goggles: Disentangling Experiential Versus Onlooker Effects. Journal of Drug and Alcohol Education. 48 ( ) 63-84. Retrieved From CINAHIL. LaBrie, Joseph W., Kenney, Shannon R., Mirza, Tehniat, & Lac, Andrew. (2011). Identifying factors that increase the likelihood of driving after drinking among college students. Accident Analysis and Prevention, 43 (4) 1371- 1377. Retrieved From ScienceDirect. Perkins, H. Wesley, Linkenbach, Jeffrey W., Lewis, Melissa A., & Neighbors, Clayton. (2010). Effectiveness of social norms media marketing in reducing drinking and driving: A statewide campaign. Reducing Alcohol-Impaired Driving: School Based Programs. (2011). The Community Guide: The Guide to Community Preventive Services. Retrieved From: http://www.thecommunityguide.org/mvoi/AID/school-based.html Timmerman, Mary Ann, Geller, E. Scott, Glindemann, Kent E., & Fournier, Angela K. (2002). Do the Designated Drivers of College Students Stay Sober? Journal of Safety Research, 34 (2) 127-133. Retrieved From ScienceDirect. U.S. Department of Health and Human Services. (2013). Office of Disease Prevention

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and Health Promotion. Healthy People 2020. Washington, DC. Retrieved From: http://www.healthypeople.gov/2020/faqs.aspx#g

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VII. Appendices

Appendix 1

Link to iMovie on Youtube:

http://youtu.be/mGrNtFzS25w

Appendix 2

Link to Facebook Page:

https://www.facebook.com/TakeARideSaveALife?ref=hl

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Appendix 3

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Appendix 4