Webinars: Prevention

This session will explore the critical issue of impaired road use among college students and its implications for overall student health and safety. Presenters Liz Branham and Paige Carter from HECAOD’s traffic safety team will share insights into behavioral trends, including impaired use of bikes, scooters, and skateboards, to shed light on the broader context of traffic safety on campus. Participants will be guided to identify key risk areas in their campus environments and discuss how these factors may increase the likelihood of traffic-related injuries or fatalities. The session will conclude with actionable strategies for addressing these challenges, emphasizing data collection and student involvement in impaired road use prevention through focus groups, assessment activities, and campus safety feedback.

Learning Objectives

• Assess how campus environments may contribute to risks associated with impaired road use, risky traffic behaviors, injuries, crashes, and fatalities. 
• Explore how traffic safety and impaired road use prevention initiatives align with the roles and responsibilities of health educators and wellness professionals.  
• Identify actionable strategies for integrating traffic safety work into campus wellness initiatives, including how impaired road use data can engage students as active contributors to prevention efforts.  

Learning Objectives

• Recognize the professional growth opportunities available within the field of collegiate AOD and recovery, including career paths and skill-building.
• Analyze the impact of harm reduction, recovery, and public health initiatives on student health outcomes, using recent data and case studies.
• Identify key competencies needed for professionals working in campus health and wellness, emphasizing harm reduction and recovery expertise.
• Develop a personal action plan for professional growth within campus health and wellness, incorporating insights from panelists and impact reports.

For better or worse, there is nothing like the sorority & fraternity experience or working with fraternities and sororities on the campuses in which they reside. Complex, and often complicated organizations, lead to complex and complicated relationships.  The question this session aims to explore is why. Why can working with fraternities & sororities and the professionals and volunteers who work with them be so complicated? Come “connect the dots” and explore barriers and complexities getting in the way of successful working relationships. 

Learning Objectives

• Participants will be able to list three unique qualities of the fraternity and sorority experience. 
• Participants will be able to discuss misunderstandings associated with fraternity and sorority attitudes towards prevention. 
• Participants will be able to explain the importance of positive relationships between campuses and fraternal organizations. 

This webinar explores the intricate connections between substance use prevention, stigma, and recovery within higher education. Participants will examine how local and national politics, as well as funding priorities, shape efforts across the entire continuum of care—from prevention and early intervention to treatment and recovery support. Additionally, the session will delve into the socio-political climate’s influence on campus cultures of wellness and well-being, highlighting innovative service models and their role in fostering connection and access. The discussion will also explore how these dynamics impact student retention, persistence, and graduation rates, and ultimately, how they contribute to or hinder a culture of care on college campuses.

Learning Objectives

• Analyze the Role of Politics in Prevention Efforts: Explore how local and national political decisions and funding priorities shape prevention strategies and campus wellness initiatives.
• Evaluate the Impact on the Continuum of Care: Examine how politics and funding influence every stage of the continuum—prevention, intervention, treatment, and recovery support—within higher education settings.
• Understand Connections Between Campus Culture and Student Success: Assess how campus cultures of care, influenced by socio-political and funding environments, impact student retention, persistence, and graduation outcomes.
• Explore Service and Funding Models: Identify innovative service delivery approaches and sustainable funding models that address the needs of diverse student populations.
• Address Stigma and Access Barriers: Discuss strategies to reduce stigma and improve access to care, ensuring that all students, regardless of background, have equitable support throughout their wellness journey

Research shows that college students experience elevated levels of stress related to changes in lifestyle, school workload, responsibilities, and interpersonal relationships. Additionally, data supports that the stressors experienced by Black, Asian, Latin-x, and Indigenous people of color students often go untreated at a higher rate than their white counterparts. The last four years have highlighted the significant stress, loss, and grief college students have experienced along with being impacted by health disparities and inequalities. This can be attributed to their experience with systemic racism and bias. However, compounding this is that a higher percentage of these students identify as low-income and/or first-generation college students than do their white classmates, helping lead to significant impacts on their overall health and wellbeing. This session will discuss the importance of providing culturally specific programming on our college campuses utilizing the LEAP approach to reduce disparities, create a safe space, and increase belongingness among college students.

Learning Objectives

• Understand the importance of providing culturally specific programming to address the needs of all students representing your institution.
• Discuss how health equity should be considered when creating a well-being culture within college campuses.
• Identify at least 3-5 student organizations or departments to collaborate with for culturally specific programs.
• Define the acronym LEAP and develop strategies to use it within your department.

This webinar will explore how colleges can collaborate with community organizations to enhance harm reduction efforts on campus. Attendees will learn about BirdieLight, a community organization dedicated to supporting campuses in reducing substance-related harm, and Be The Place, a nonprofit that harnesses the power of music to provide spaces and tools for transformation, inspiration, and healing. Washington and Lee University will also share their innovative campus harm reduction initiatives. The session will conclude with a panel discussion, allowing for an engaging Q&A with experts on maximizing the impact of these partnerships.

Learning Objectives

• Attendees will learn how to identify and implement effective collaboration strategies between college campuses and community organizations to enhance harm reduction efforts.
• Attendees will explore real-world examples of harm reduction models from BirdieLight, Be The Place, and Washington and Lee University, gaining insights into how these can be adapted to their own campus environments.

In this session, we will explore the foundational elements of comprehensive approaches to alcohol and other drug (AOD) misuse prevention on college campuses. Participants will gain insights into the core action dimensions that form the backbone of effective AOD programs, understand the eight essential competencies required for successful prevention efforts, and become familiar with key theoretical models such as the Socio-ecological Model, Trans-theoretical Model, Continuum of Care, and Strategic Prevention Framework. Additionally, we will demonstrate how to locate and utilize evidence-based strategies to enhance AOD prevention initiatives on your campus.

Learning Objectives

• Discuss the core action dimensions underlying various “comprehensive” approaches to AOD programs on a college campus.
• Describe the 8 core competencies necessary for effective AOD misuse prevention on a college campus.
• Explain the following models: Socio-ecological model, Trans-theoretical Model, Continuum of Care, Strategic Prevention Framework.
• Demonstrate where to find evidence-based approaches to AOD prevention on a college campus.

As we launch or enhance our comprehensive AOD prevention and recovery programs, we often look toward replicating practices that have been demonstrated to be effective or promising based on prior research “right out of the box.” However, as each of our campuses is unique, it is important to tailor existing evidence-based practices (EBPs) and evidence-informed practices (EIPs) to meet the needs of our own student populations and assess whether they are working in our specific settings. This workshop will explore the differences between evidence-based practices and evidence-informed practices, highlight how we might adapt and build capacity to implement these strategies, and evaluate whether our EBPs and EIPs are working in our settings. Additionally, we will focus on tools to address implementation challenges and help our campus colleagues better understand the importance of integrating EBPs and EIPs in our work and evaluating their effectiveness at our own institutions.

Learning Objectives

• Define evidence-based practices and evidence-informed practices.
• Identify two ways to adapt existing evidence-based and evidence-informed practices to meet specific campus needs
• Identify two strategies to build capacity to implement evidence-based and evidence-informed practices on campus.
• Articulate two methods for evaluating whether evidence-based and evidence-informed practices are working in our specific settings!
• Identify two tools to address potential resistance to the implementation of evidence-based and evidence-informed practices on our campuses and promote buy-in for our efforts.

This panel discussion brings together the current and past directors of HECAOD to explore the evolving landscape of prevention in higher education. Panelists will reflect on key challenges faced during their tenure, discuss persistent issues in the field, and identify critical skills for future prevention professionals. The conversation will also address emerging concerns such as mental health and gambling, strategies for engaging university leadership, and the future of workforce development in prevention.

Learning Objectives

• Identify the top prevention-related challenges that have shaped higher education efforts over time.
• Analyze persistent barriers in the prevention field and explore strategies for meaningful change.
• Examine the evolving role of HECAOD in staff training, program development, and workforce support.
• Discuss innovative approaches to addressing emerging prevention issues and engaging university leadership

This session will focus first on understanding the basic history and fundamentals of Harm Reduction as a movement and philosophy. Then, Dr. Christie will discuss how to implement these principles in the collegiate setting. In her talk, she will focus on specific, evidence-based strategies to reduce substance-related harms among college students. The latter portion of the session will be an interactive workshop for attendees to get together and share what their colleges and universities are currently doing to reduce substance-related harms on their own campuses. The goal is for each attendee to leave with an action item of how to implement one program or policy that could benefit their own campus community.

Learning Objectives

• Understanding and Applying Core Harm Reduction Principles in Collegiate Health Settings
• Identifying and Collaborating with Key Stakeholders for Program Implementation
• Matching Campus Needs with Program Goals
• Developing a Concrete Plan for Program Implementation

In this session Ms. O’Hara and Dr. Kennedy will provide an overview of their work for the Maryland Collaborative to engage parents and family members of college students as partners in efforts to reduce excessive drinking and substance use. The session will describe the latest research on the link between parental influence and student substance use and share insights regarding family awareness and needs. Participants will learn effective methods for parent and family communication and outreach related to substance use prevention messaging.

Learning Objectives

• Understand the importance of parental/family influence on college students’ substance use and identify data from current research that illustrates this association.
• Outline key gaps in family knowledge related to substance use, understand the types of information that families request, and learn how to avoid mixed messaging related to student independence.
• Identify existing resources and opportunities available on campuses to support parent engagement and describe engagement strategies that maximize outreach.

Presenter:

Benjamín Montemayor, PhD

Every year, college campuses report substance use policy violations as the most frequent reason students receive disciplinary referrals and, thus, are mandated to programming. Studies show that students who have been found in violation of their institution’s substance use policies often report heavier use of alcohol and drugs and experience more complications from it, compared to their non-mandated peers. This presentation includes information on substance use behaviors and consequences of college student policy violators, findings from latest research, and implications to help address this issue in the future.

Presenters:
Beth Bagwell
Dr. Molly Downing
Dr. Jim Lange

The Higher Education Center for Alcohol and Drug Misuse Prevention and Recovery (HECAOD), with support from ITGA’s 2025 Initiative, developed an online course addressing drinking harms at off-campus parties. This session will provide a background of the “Craft of Creating a Fun Party” modules and their development process, explore key components intended to train hosts and guests how to reduce harms from high-risk drinking, and discuss the outcomes from its clinical trial.

Panelists:
Aaron Brown
Dr. Jenny Damask
Santee Ezell

Watch our panel discussion on institutionalizing harm reduction efforts. Learn about key stakeholders involved, how stigma affected progress, and steps taken to reduce it. Discover policy formation, impact measurement, and funding sources. Explore the significance of recovery conversations and how this work differs from alcohol-related efforts. Gain valuable insights into saving lives and promoting a healthier future. Don’t miss this critical webinar for policymakers, healthcare professionals, and advocates.

Presenters:
Dr. Molly Downing

Watch this session to understand the crucial role learning outcomes play in creating meaningful learning experiences. Discover the guiding principles that support writing effective learning outcomes and gain access to valuable resources for enhancing your skills in this area. Through practical exercises, learn how to apply these principles to revise learning outcomes for proposals and programming, ensuring alignment with desired educational objectives. By the end of the session, you will be equipped with the knowledge and tools to create impactful learning outcomes that drive successful educational initiatives.

Presenter:
Dr. William DeJong

Social norms marketing campaigns are an evidence-based approach to preventing alcohol-related harms but in practice, many college and university campaigns fail to follow best-practice guidelines for designing and implementing an effective campaign. In this webinar, we will review these guidelines and then critique a set of past campaigns.

Presenters:
Dr. Karen Moses

This training will provide learning opportunities aimed to improve use of data to set priorities, develop plans, monitor trends, forge partnerships, and identify and close health equity gaps. The session is geared toward early career prevention and recovery professionals, and those new to collecting and using data to plan programs, although all are welcome.

Learning Objectives:

1. Identify one or more data analysis methods used to make data easier to understand and use.
2. Describe at least one strategy for using data to address health inequities.
3. Describe how to use data to set prevention priorities and inform planning.
4. Determine one new method you will implement to analyze and use data for prevention planning

Presenters:
Marion Pierce
Rich Lucey
Dr. Holly Hagle

The Substance Abuse and Mental Health Services Administration (SAMHSA) launched its 2023 Communities Talk to Prevent Alcohol and Other Drug Misuse, an initiative that focuses on alcohol and other drug misuse that negatively affect communities and our young adults. Since 2006, the initiative has provided prevention resources and planning stipends to thousands of community-based organizations, colleges, and universities.

During this webinar, participants will learn about the Communities Talk program, prevention resources and materials to reach college and university professionals, and how they can participate and host their own Communities Talk activities this year. Participants will also hear from other federal agencies like the Drug Enforcement Administration (DEA) about ways it is preventing drug misuse among college students through its programming like One Pill Can Kill public awareness campaign and other valuable resources for prevention professionals in the field. In addition, SAMHSA’s Prevention Technology Transfer Center Network (PTTC Network) will highlight materials and tools that can be used to reach your audiences at a deeper level.

Learning Objectives:

1. Learn how IHEs can participate in the 2023 Communities Talk cycle and host their own activities.
2. Learn about specific Communities Talk prevention resources and materials for IHE professionals.
3. Learn about preventing drug misuse among college students from Drug Enforcement Administration (DEA).
4. Learn about IHE prevention resources and strategies from the Prevention Technology Transfer Center (PTTC) Network.

Presenter:
Michael A. Buzzelli, MA, MPH, OCPS

In developing a problem gambling program with colleges and universities; where do you start? Who do you work with? While professionals in the problem gambling field have known for years that college and university students are at an increased risk for developing problem gambling behaviors, few have been able to get effective and sustainable programs off the ground. These professionals typically receive the same responses of “our students don’t gamble” or more often “we have bigger fish to fry.” When developing a problem gambling program with colleges and universities we can’t just focus on the sports brackets, fantasy leagues and poker Chips, we must also address the Fish. This session will discuss the necessity of integrating problem gambling programming into campus life issues including substance use, mental health, finances, peer support and wellness and highlight key student populations to collaborate with when developing these programs.

Learning Objectives:

1. Upon completion of the workshop, participants will have discussed the current landscape of gambling in Ohio, what has been done in the collegiate atmosphere, and what needs must still be addressed.
2. Upon completion of the workshop, participants will be able to explain strategies in creating college and university buy-in around impactful and sustainable problem gambling programming.
3. Upon completion of the workshop, participants will have developed a stronger sense of responsibility to integrate problem gambling into new or existing programming.

Presenters:
Dr. Eric Davidson

As part of the Drug Free Schools and Campuses Regulations, every institution of higher education which receives federal funds (e.g. financial aid, Pell grants, research grants) is required to annually notify students, staff, and faculty concerning alcohol and other drugs, maintain a program to address substance misuse, and complete a full review of their comprehensive substance abuse program on a biennial basis.

Many schools have neglected abiding by the Drug-Free Schools’ regulations, and are finding themselves in non-compliance when audited. This workshop will review the most commonly asked questions regarding current requirements and mandates of the Drug-Free Schools and Campuses Act, including required components of the annual notification, what constitutes a substance abuse program, and best practices regarding the Biennial Review Process.

Learning Objectives:

1. List the primary requirements of the Drug-Free Schools and Campuses Act.
2. Explain required elements of the primary requirements (annual notification, substance use program, biennial review)
3. Explain DFSCA certification, monitoring, and enforcement

Presenters:
Dr. David Anderson
Joan Masters, M.Ed.

Professionals seeking to enhance positive outcomes with campus prevention efforts will benefit from this new resource designed to increase professional capacity in organized ways. This webinar demonstrates the rationale, contents, and implementation of knowledge, skills and applications relevant to furthering health-enhancing environments. Practical grounding and skill-building is demonstrated with a foundational training approach. This blend of eight competencies and locally-appropriate training provides steps forward for heightened impact.

Learning Objectives:

1. To understand the context of campus prevention professional preparation, including a range of opportunities for enhancement at the local, state and national levels.
2. To learn about eight core competency areas essential for professional development among those committed to implementing a comprehensive prevention strategy.
3. To learn specific opportunities for prevention professionals, campus leaders, state and national leaders, higher education academic programs, and others to organize, learn, practice and support enhanced skills.
4. To become acquainted with training available for improving foundational preparation.

Moderator:
Ahmed Hosni

Panelists:
Corey Davis
Chase Holleman
Susie Mullens

Tune in and learn from national experts as they answer your questions about changes in harm reduction efforts, policy considerations, advocacy and implementation strategies for college campuses.

Presenters:
Kayleigh Greenwood
Margo Leitschuh

The social determinants of health (SDOH) are conditions in the places where people live, learn, work, and play, that impact a wide range of health risks and outcomes. Understanding the social determinants of health is key to helping improve students’ well-being. Join Missouri Partners in Prevention for a discussion on data related to the SDOH, their impact on student well-being, and the connection between the SDOH, justice, and equity.

Learning Objectives:

1. Understand the social determinants of health.
2. Apply information on social determinants of health to determine the impact on students’ well-being.
3. Identify strategies to address social determinants of health inequities on individual campuses.

Presenter:
David Anderson, Ph.D.

How well are colleges and universities doing with addressing drug and alcohol issues? Where are areas of progress, and what areas show no change or major gaps? Where have efforts dwindled or been pulled back, and what other concerns exist? With the aim of helping develop healthier and safer campus environments, the College Alcohol Survey’s current and longitudinal data (1979-2021) provides foundations for helpful and timely campus attention. New 2021 topics highlight the impact of social media and the pandemic. Attention is provided to policies and procedures, education and training, organization and planning, support services, and data collection and evaluation. Resources for campus self-assessment, reflection, and planning are offered to ground and inspire meaningful action.

Learning Objectives:

1. To understand data about college prevention efforts from both a current and long-term perspective.
2. To gain grounding and inspiration helpful for preparing meaningful and appropriate campus strategies.
3. To identify resources and strategies helpful for leading campus strategic planning and implementation efforts.

Presenters:
Adam Jussel, JD

This session will discuss the history of the DFSCA Act as it relates to consistent enforcement of sanctions, examine the history of mandatory minimum sentencing for drug offenses and disproportionate impact on people of color, and identify potential reforms and implications for universities.

Learning Objectives:

1. Understand the history of DFSCA Act as it relates to consistent enforcement of sanctions.
2. Examine the history of mandatory minimum sentencing for drug offenses and disproportionate impact on people of color.
3. Identify potential reforms and implications for universities.

Presenters:
Jason Kilmer, PhD
Jessica Cronce, PhD
Alicia Baker, MA, MPH, CHES

Please join the National Institute on Alcohol Abuse and Alcoholism (NIAAA), the International Town and Gown Association (ITGA), and the Higher Education Center for this informative and interactive free webinar.

CollegeAIM is a comprehensive booklet and website (https://CollegeDrinkingPrevention.gov/CollegeAIM) developed by NIAAA to help college administrators and communities identify effective evidence-based alcohol interventions. CollegeAIM was first developed in 2015 and revised and updated in 2020 to reflect the most recent research. NIAAA’s CollegeAIM booklet and website have been valuable resources for college administrators for several years. During the webinar, the panelists will discuss the recent updates and how to use the new version.

Webinar panelists will include Jason Kilmer, Ph.D., Associate Professor, Psychiatry and Behavioral Sciences, University of Washington; Jessica Cronce, Ph.D., Associate Professor, Department of Counseling Psychology and Human Services and the Prevention Science Institute, University of Oregon; and Alicia Baker, Assistant Director, GatorWell Health Promotion Services, University of Florida

Presenters:
Alan Davis, PhD
Patricia Zettler, JD

Attendees of this webinar will be able to:

1. Understand the background and current research on psychedelic substances
2. Summarize the acute and enduring effects of psychedelic substances
3. Understand recent state and local policy changes regarding psychedelic substances
4. Discuss the implications of policy changes for college/university communities

Presenters:
Rob Crane, MD
Amanda Swenson Turner

When we all look back at the year 2020, we will first be reminded of how the world changed due to the COVID-19 pandemic, the fear it instilled, the inconveniences it caused, and of course, the social memes created across the world. 2020 will also be marked as a time that social and racial injustice was highlighted through observed health inequities and police misconduct. The tobacco industry has a long history of being an active participant in systematic racism and causing health inequities across all marginalized communities. In recent years, we’ve seen the tobacco industry use flavored e-cigarettes to hook teens into a lifelong nicotine addiction, but they’ve been guilty of directly targeting Black Americans of all ages with menthol products since the 1960s. Menthol is not only easier to start, it’s harder to quit.

Attendees of this webinar will be able to:

1. Review the history of the tobacco industry’s target-marketing of menthol marginalized communities and flavors to teens
2. Discuss the evolution of the youth e-cigarette epidemic and industry use of flavors and social media marketing to addict kids.
3. Overview of recent legislative work on flavor bans (FDA, dynamics of the Congressional Black Caucus, State of California and Massachusetts’ recent comprehensive flavor bans that include menthol cigarettes, local flavor policy work and the preemption risks)
4. Understand the importance of including adequate enforcement for age-of-sale laws and discuss how retail licensing laws can regulate tobacco sales, reduce inequities and improve public health.
5. Reinforce the dangers of smoking/vaping and COVID – recent findings from Stanford

Call to action:

• How to speak to your students about the dangers and sordid history of racism and tobacco sales– talking points and flyers
• How does your state stack up in tobacco control policies and what can you do to help protect youth

Presenters:
Rob Crane, MD
Amanda Swenson Turner

Join Rob Crane, MD, Professor of Family Medicine at the Ohio State University, and Amanda Swenson Turner, Executive Director of the Preventing Tobacco Addiction Foundation, as they discuss the long-term consequences of the vaping epidemic, review effective prevention and intervention strategies and will explore how smoking cigarettes and e-cigarettes may increase your vulnerability to COVID-19.

Attendees of this webinar will be able to:

1. Describe the extent of the adolescent nicotine use epidemic
2. Discuss the various drugs, additives and devices marketed as “vapes” or e-cigarettes.
3. Direct students and staff to appropriate resources to aid in nicotine cessation.
4. Debate industry representatives that would oppose appropriate measures to regulate e-cigarettes.
5. Understand the dangers of smoking while in a respiratory disease pandemic.

Presenters:
Elizabeth Allan, PhD
Lauri Sidelko
David Kerschner

Join Elizabeth Allan, PhD, Professor and Program Coordinator of the Higher Education graduate program at the University of Maine, Lauri Sidelko, Director of the Student Wellness Resource Center at the University of Maine and David Kerschner, a doctoral candidate and Waldron Fellow at the University of Maine, as this webinar provides participants with foundational information about hazing and its prevention with a particular emphasis on the intersections of hazing and alcohol misuse. Presenters will highlight research findings about campus hazing and its prevention, the Hazing Prevention Framework, and implications for the work of AOD professionals in higher education.

Attendees of this webinar will be able to:

1. Be able to define hazing and identify its three key components.
2. Gain familiarity with research findings related to hazing and college students and campus hazing prevention.
3. Be able to describe the Hazing Prevention Framework and how they can help support campus hazing prevention.

Presenters:
Rich Lucey

This interactive webinar session is brought to you by a joint partnership with the Association of Fraternity/Sorority Advisors (AFA), Holmes Murphy, and the Higher Education Center for Alcohol and Drug Misuse Prevention and Recovery (HECAOD). We know successful prevention requires partnerships and we look forward to continuing this conversation with future sessions.

Join Rich Lucey, Senior Prevention Program Manager in the Drug Enforcement Administration’s Community Outreach and Prevention Support Section, as he provides an overview of the Prevention with Purpose Guide, explore the steps of the Strategic Prevention Framework in detail, and provides useful take-home advice for established and new AOD professionals.

Attendees of this webinar will be able to:

1. Explain how to use the strategic planning guide for preventing drug misuse among college students.
2. Give examples of ideas for each step of the strategic prevention framework that support your local efforts.

Presenters:
Brandon DL Marshall, PhD
Diego Arene-Morley

Dr. Brandon Marshall, Associate Professor of Epidemiology at Brown University School of Public Health and his colleague Diego Arene-Morley, Community Engagement Coordinator at RICARES, will discuss the role of drug checking in your community and the implementation of a proactive overdose prevention model.

Attendees of this webinar will be able to:

1. Review the state of harm reduction programs in the United States
2. Assess the role of drug checking as an evidence-based intervention to reduce overdose deaths
3. Evaluate results from a recent pilot study of fentanyl test strip distribution in Rhode Island
4. Reconceptualize harm reduction as a recovery pathway
5. Outline three approaches to FTS on three campuses
6. Provide relevant documents to inspire other campuses

Presenters:
Lucas G. Hill, PharmD, BCPS, BCACP
Lori K. Holleran Steiker, PhD, ACSW

Dr. Lucas G. Hill and Lori K. Holleran Steiker of the University of Texas at Austin will discuss the role of naloxone on campus and the implementation of a proactive overdose prevention model.

Attendees of this webinar will be able to:

1. Recognize the risk for overdose death among college students
2. Discuss the role of naloxone in overdose prevention efforts
3. Describe the proactive overdose prevention model at UT Austin
4. Plan for implementation of a proactive overdose prevention model

Presenters:
Brittney Vigna
Charlotte Petonic
Dr. Matthew Wawrzynski
Jake Lemon

Brittney and Charlotte will be covering the content on the University of Alabama’s peer education evaluation process. They utilize several different forms of quantitative evaluation to assess the ability of university students to understand and retain information delivered in the form of peer education.

Dr. Wawrzynski and Jake will discuss the National Peer Educator Study that provides advisors with trends and insights to better understand impact that peer education programs have on the learning and development of peer educators. Utilizing evidence–based research of peer educator learning and development, advisors are able to implement strategies that support and bolster their peer education programs.

Michael Wm. Marks, Ph.D., ABPP: Dr. Marks is currently a Professor of Practice in Psychology and Program Director of the Supportive Education for Returning Veterans at the University of Arizona. He is also Executive Director of One Tree Learning Institute. Previously, he served as Lead Psychologistand Evidence Based Practices Coordinator at the Southern Arizona VA Health Care System. Dr. Marks has functioned as the PTSD Outpatient Clinic TeamLeader and as aPTSD Mentor for VA Hospitalsacross Arizona, New Mexico and West Texas. Dr. Marks was co-founder of Vietnam Veterans of Montana and has received the Disabled Americans Veterans Humanitarian Award. He was selected as the 2012 “OutstandingClinician of the Year” by the American Psychological Associations Division 18, VA Section. He is also co-developer of thenationally recognized, Supportive Education for Returning veterans (SERV) program, which is a cohort based curriculum designed to help veterans transition from military to academic life. The SERV curriculum has been cited by the Veteran’s Administration (VAOIG) as a best practice and is part of the VA’s “Strong Practices Project.” Dr. Marks has co-authored numerous books and articles and presented nationally on resilience and post-traumatic growth. He and his colleagues at One Tree Learning Institute provide resilience training to members across the healthcare and public service communities. Dr. Marks has dedicated his career to working with trauma survivors, both military and civilian, adults and children, for the last 44years.

Learning Objectives:

1. Participants will understand the challenges student veterans face as they transition from military to academic life.
2. Participants will understand what academic institutions can do to improve student veterans retention and graduation rates.
3. Participants will have an increased awareness of services the VA provides for SUD for veterans.

Eric S. Davidson, currently serves as the Interim Director for the Eastern Illinois University Health and Counseling Services and he will review requirements and mandates concerning annual notification strategies, what is considered a substance abuse program, best practices regarding the biennial review process, suggestions on programs, policies and data sources to be reviewed, and how to use the review process as a strategic planning method.

As part of the Federally Mandated Drug Free Schools and Campuses Regulations, each institution receiving Federal Funds is required to certify that is distribute an annual notification, maintain a substance abuse program, and conduct a biennial review of such program. This workshop will review requirements and mandates concerning annual notification strategies, what is considered a substance abuse program, best practices regarding the biennial review process, suggestions on programs, policies and data sources to be reviewed, and how to use the review process as a strategic planning method.

Learning Objectives

1. List the primary requirements of the Drug Free Schools and Campuses Act.
2. Explain required elements of annual notification policy.
3. Explain common elements and suggested best practices of
   Biennial Review process/reporting.
4. Explain importance of developing and tracking goals and objectives for the future biennium is.