Development and Implementation of a Curriculum Infusion Plan for Alcohol Abuse Education Public

Abstract

College binge drinking continues to be a pervasive issue across campuses nationwide. While Curriculum Infusion (CI) has proved an effective strategy to reduce students' negative consequences related to alcohol, information about the process has been limited. CI is the process of purposively integrating topic content into existing classes, rather than teaching that content through a standalone course dedicated solely to that topic. Practically speaking, even if the outcomes of this intervention are strong, an instructor will not successfully employ the method if the process is not user-friendly and meets the needs of her/his course. This project aims to contribute practical information about the content and process of CI, particularly from an instructors' perspective. The ultimate goal of strengthening the CI content and process is to reduce students' negative consequences related to binge drinking, with the intent of reducing incidence or morbidity and mortality amongst our youth.

The specific aims of this study are to examine the content and process of CI for alcohol abuse education and to identify the elements necessary for successful design and implementation of CI. The research questions were examined using the following methodologies: literature review, formative evaluations to inform curriculum design, expert panel review, observation of implemented curriculum, and interviews with participating instructors. A thematic qualitative data analysis revealed themes regarding the use of the curriculum, student response to CI, courses suitable for using CI to address alcohol abuse, people involved in CI initiative, social norms, pre- and post-test and instructor training. Results also revealed that adequate CI training for instructors should be mandatory and include information about social norms, how to defend data, consistent messaging and how to lead class discussion on sensitive topics without reinforcing myths.

Table of Contents

Part One: Introduction....................................................................................... 8 Part Two: Literature Review.............................................................................. 27

Part Three: Data Collection, Analysis, and Results................................................. 37

Part Four: Discussion........................................................................................ 51 Part Five: Journal Article.................................................................................... 59 References.......................................................................................................85

Appendix A: Institutional Review Board Protocol Approval.......................................88

Appendix B: Consent Form................................................................................. 90

Appendix C: Expert Reviewer Interview Guide....................................................... 93

Appendix D: Participant Interview Guide............................................................... 94

Appendix E: English Curriculum........................................................................... 97

Appendix F: Communications Curriculum............................................................ 135

Appendix G: Management Curriculum.................................................................. 181

Appendix H: Theater Curriculum......................................................................... 225

About this Master's Thesis

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School	Rollins School of Public Health
Department	Career Masters of Public Health
Degree	MPH
Submission	Master's Thesis
Language	English
Research Field	Health Sciences, Public Health Education, Health Education, Curriculum and Instruction
Mot-clé	curriculum infusion alcohol abuse prevention social norms college health binge drinking health education
Committee Chair / Thesis Advisor	Hagen, Kimbi, Emory University
Committee Members	Carter, Lee, Coastal Carolina University Melissa, Grim, Radford University
Partnering Agencies	Does not apply (no collaborating organization)

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