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Health Promotion Education in the Systems Engineering Curriculum.
Ellen J. BassAssociate Professor
Department of Systems and Information Engineering
Susan E. BruceDirector, Gordie Center for Alcohol & Substance Education
Department of Student Health
The social norms approachApproach to fixing exaggerated beliefs about the normal frequency and consumption habits of others with regard to alcohol
The social norms approach has been used to counter misperceptions
The social norms approach
Social Norms Approach
Collect baseline data
Develop simple, truthful, and consistent messages that highlight lower-risk drinking norms and protective behaviors
Ensure credibility of the message source
Deliver the message to the target population
Support message retention within the population
A “natural link” between human factors engineers and the social norms approach
Human Factors Engineering Social Norms Approach
Characterize end user decision making
Collect baseline data
Develop functional requirements
Develop simple, truthful, and consistent messages that highlight lower-risk drinking norms and protective behaviors
User review/testing Ensure credibility of the message source
Field test Deliver the message to the target population
Iterate toward the final product
Support message retention within the population
Path to the embrace of the social norms approach
An evolving career that includes:• Characterizing and modeling human judgment and decision
making• Developing methods to design and evaluate decision support
interventions• Developing methods to design and evaluate training• Focusing on projects with tangible impact on society
– Engaging students and collaborators in meaningful research and design (to me and to them)
• Developing pedagogical interventions that are effective and engage students
• Risk taking– Not following the traditional path– Ignoring those who do not share the value system
Path to the embrace of the social norms approach
An evolving career that includes:• Characterizing and modeling human judgment and decision
making• Developing methods to design and evaluate decision support
interventions• Developing methods to design and evaluate training• Focusing on projects with tangible impact on society
– Engaging students and collaborators in meaningful research and design (to me and to them)
• Developing pedagogical interventions that are effective and engage students
• Risk taking– Not following the traditional path– Ignoring those who do not share the value system
Developing pedagogical interventions that are effective and engage students
Pedagogical interventions that engage the students
• Social norm marketing campaigns– Senior design projects– Independent studies
• Also alcohol education through curriculum infusion– Class case studies
• Engages students in engineering course content and alcohol education
Senior Design
The Foxfield Races
Beta Test• “Sample
– EDHS 224, Substance Abuse and Society– SYS 3034, Systems Evaluation– Fraternity
Foxfield Halloween Foxfield Halloween
# of Drinks
Hours Drinking
Curriculum Infusion in System Evaluation Course
Are the Foxfield Races an event that CASE should investigate or would resources be better utilized on other events?
Should resources to educate students on high-risk drinking at Foxfield be applied to all students?
What are the negative consequences of student drinking at Foxfield, if any? Are students potentially engaging in drunk driving?
Are students well-prepared for the day at Foxfield? Do they have enough food and non-alcoholic beverages?
Are students aware of the existing services to help them (transportation options, first aid, etc.)? Are there barriers to using them?
Drinking at Foxfield vs Other Times
• Average BAC’s during Sunday through Wednesday are statistically less then all other days measured
• Of the remaining days ANOVA analysis shows that Thursday is the only day that has BAC’s that are statistically unequivelent to Foxfield
• Individual 95% CIs For Mean Based on Pooled StDev• Level +---------+---------+---------+---------• Thurs (------*------)• Fri (------*------)• Sat (------*------)• Football (------*------)• Halloween (------*------)• Foxfield (------*------)• +---------+---------+---------+---------• 0.060 0.080 0.100 0.120
Negative Consequences of Alcohol Use on Others
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
caretaking role personalpropertydamaged
passenger in avehicle driven
by a drunkdriver
experiencedphysicalpushing,shoving,hitting
experienced averbal
argument
experienedunwantedsexual
advance
disrupted fromstudies
disrupted fromsleep
preventedfrom enjoying
races
Effect
Perc
en
t E
xp
eri
en
ced
22% had to serve as caretakers for their intoxicated friends. 3.6% experienced unwanted sexual advances5.4% experienced personal property damage10.9% experienced physical pushing, shoving, or hitting.
Papers based on this initial work
Guha, P.N., Bass, E. J., & Bruce, S. E. (2006). A survey to investigate student drinking norms at Foxfield. IEEE Systems and Information Engineering Design Symposium. Charlottesville, VA, April 28, 2006.
Came back after graduating!
Included insights from SYS 3034
Guha, P.N., Bass, E. J., & Bruce, S. E. (2007). I drink, I get drunk, I fall down, no problem: An analysis of college binge drinking and related decision making behaviors. IEEE Systems and Information Engineering Design Symposium. Charlottesville, VA, April 27, 2007.
5 students redesigned survey over spring break of 3rd year (motivated by SYS 3034)
One student analyzed data over summer 2007
4 person Capstone team in 2007-2008
4.25.08
18UVa Systems and Information
Engineering
Horses? There Are Horses at Foxfield?
An Analysis of College Student Hazardous Drinking and Related Decision Making Behaviors
University of Virginia
April 25, 2008
Matthew White, Marin Odioso, Monica Weaver, Michael Purvis,
Ellen Bass, and Susan Bruce
Funded in part by the Office of Health Promotion
IEEE Systems and Information Engineering Design Symposium. Charlottesville, VA, April 25, 2008.
Did You See a Horse at Foxfield? A Social Norms Approach for Targeting
the Negative Consequences of Hazardous Drinking
Marin Odioso, Michael Purvis, Monica Weaver, Matthew White, Ellen J. Bass, and Susan E. Bruce
Systems and Information EngineeringUniversity of Virginia
April 25, 2008
Funded by Office of Health Promotion, Z Society, The Network,UVA Parents Program, and Foxfield Racing Association
Approach• Five-step social influence model (Haines, 1996)
1. Collect baseline data
2. Develop messages that highlight lower-risk drinking norms and healthy intervention norms
3. Ensure credibility of the message source
4. Deliver the message to the target population
5. Support message retention within the population
• This project is the first time this model is used to target a specific event at UVA. Little published data elsewhere.
Campaign Objectives• Decrease number of students experiencing black outs
during Foxfield by 50% from 9% to 4.5%. • Decrease drinking before Foxfield by 20% from 48.8%
to 39.1%• Decrease the gap between the perceived and actual
average number of drinks consumed at Foxfield by 50% from 4 a drink difference to only 2 drinks.
• Decrease impaired driving by 50% from 1.2% to 0.6%.• Increase student awareness of the First Aid Tent location
from 50.6% to 70%. • Increase participation in the Savvy Fox sober driver
program by 10% from 525 to 577 people.
Step 3: Ensure credibility of the message source:
focus groups and stakeholder feedback
Step 2: Develop messages that highlight lower-risk drinking norms and healthy intervention norms
Step 4: Deliver messagesto target population:
posters, cups, and newspaper ads
Flyers, Posters, Ads, Cups, …
Curriculum Infusion• SYS 3034: continue to create and
evaluate cases– Learning Assessment grant
I learned something new about [alcohol or drinking] [distracted driving ]
Curriculum Infusion• SYS 3034 continue to create and evaluate
cases– Learning Assessment grant
I have changed my [drinking] [driving] behavior because of things I learned from doing the case
Curriculum Infusion
• Students continue to volunteer for course credit to continue the work
• Planning an interdisciplinary capstone– ADAPT (Alcohol and Drug Abuse Prevention Team)
• Working to engage faculty in other systems courses
• And disciplines
Students seeing the campaign elements reported consuming fewer drinks than those who did not see the specific elements:
Stay hydrated poster (1.1 fewer drinks; t2,445=2.31, p=.021);
Savvy Fox program poster (1 fewer drink; t2,445=2.066, p=.039);
Signs of alcohol poisoning poster (0.9 fewer drinks; t2,445=1.68, p=.093);
Free transportation home poster (0.9 fewer drinks; t2,445=1.89, p=.060);
First aid tent location poster (0.8 fewer drinks; t2,445=1.74, p=.082);
Tangible impact on society
Moving forward…
• Create a culture of integrating health behavior topics into science and engineering courses
• Develop materials to facilitate the integration
• Encourage other faculty to try similar approaches