1999 - 2000 Annual Report

Philosophy and Purpose

Rutgers University Health Services is a health service in an academic institution whose mission is teaching, research and community service. The RUHS Department of Health Education (DHE) supports all three institutional goals through its work of teaching (including full courses and advising), managing grants and collaborating with extensive partners on special projects and research, and coordinating service learning activities as both a community partner and supervisor of CASE courses and student placements.

The goals of institutions of higher education go beyond intellectual mastery and rigor (ACE and AAUP, 2000), including: learning to value service to community; developing self-knowledge and growing personally; learning perspectives from diversity; developing and nurturing a liberated, creative mind; and gaining an increased capacity for tolerance, respect, and concern for others.

The Rutgers University commitment to excellence mentions several important goals to which the Department directly contributes:

Engagement with constituents.

Service to communities, our state, and our nation.

Advancing intellectual vitality.

Encouraging the open and civil exchange of ideas and perspectives.

Providing superior curricular and co-curricular opportunities for students.

Preparing future leaders and citizens.

Fostering a supportive and collaborative social environment and a community dedicated to respecting and valuing diversity.

A companion concern to academic integrity is the challenge of developing character, conscience, citizenship and social responsibility in our students (Higher Education Center). The universitys strategic plan encourages programs that:

Focus on fostering diversity,

Build multidisciplinary, intercampus links to maximize resources and foster innovative collaborations,

Leverages resources to obtain external funds,

Responds to the needs of the State.

This report reflects how many of DHE activities do just that. Department staff and students employ a variety of educational strategies and experiences to promote student and community health. During 1999-00, 262 student health advocates (54 more students than last year) provided 382 seminars, exhibits and performances (reaching 13870 students), discussions, resources, community and informational services, enrolled in department-led academic courses or worked for academic credit as interns or for field training or independent study (for over 20,000 contact hours). Several of our graduating advocates again gained recognition and awards during their graduation. Others graduated with new direction for graduate school or future careers in health education/public health and advocacy.

To create a campus and community environment where socio-cultural/institutional-political and peer norms are supportive of community and personal health.

To support an energized university community which thinks critically about and takes action for reducing barriers and supporting healthy behavior and its desired outcomes, both for themselves and others.

- To institutionalize conditions, structures and systems which promote the well-being and inter-connectedness of communities.

A detailed description of our objectives, strategies and activities can be found in the appendix.

1999-2000 Goal Accomplishments

The following lists key DHE goals and just a few examples of how they were achieved.

To enhance student health advocate training with skills to evaluate and act on their experiences and environment. 100 students were trained in seven staff-instructed courses for academic credit to advocate for critical thinking on issues around responsible drinking/drugging, eating and nutrition, body image and sexual and community health. 32 of these students were student athletes, who developed into student athlete mentors and created a health mini-conference for fellow intercollegiate athletes.

To continue our active involvement with student life and the broader academic and neighboring community. DHE continued close partnerships with student life, residence life and service learning. Programs and training continued in residence halls, Greek events, classrooms, and in other colleges, high schools and community-based organizations (both through e.g., community service and SHADES performances), as well as at state and national conferences. Newark students were involved with Midnite Madness, incorporating health messages into an athletic celebration.

To increase the involvement of diverse students, as well as increase working relationships with student and academic colleagues. Fostering diversity and a greater sense of community increases civility and an understanding of difference. This can maximize resources, increase retention and improve classroom climate through curriculum and dialogue.

Health education efforts reached out to a wide array of student interests and groups. Rainbow CAB specifically focused on health issues of gay/lesbian/bisexual/transgendered/queer and questioning students. Syllabi, discourse and programming incorporated issues of diversity, ground rules to address conflict, and root causes of health problems. Senior partnerships at the Center for Communication and Health Issues (Research and Education Partnership) with SCILS faculty resulted this year in the social norms marketing project for first-year RC residents around issues of dangerous drinking. We observed transformative moments of learning among both the student mentors and the first-year student participants. A post-test behavioral survey on alcohol use will be analyzed this summer to demonstrate any behavior change.

Many department initiatives included partnerships with diverse faculty, students and staff, and a wide range of approaches. Three "wraparound" courses were conducted in conjunction with the HIV course in journalism, history and education. Body Appreciation Week interventions Body in the Books had faculty-facilitated discussions look at how different cultures have different ideals. The Wall Project solicited students experiences and challenges with alcohol. A RUHS flyer was translated into Chinese and Spanish, and a holiday flyer showed three different cultures traditional foods that can help maintain weight control.

To create and strengthen relationships and partnerships, and increase collaboration on-and off-campus, while supporting community organization efforts.

Many efforts continued, including the eating issues task force, participation on the Hospitality Resource Panel for alcohol issues, serving as CASE faculty advisors, exploring a Gay/Lesbian/ Straight Educators Network for New Jersey, and working closely with community and professional associations and groups.

New partnerships at Newark included the Depts. of Social Work and Sociology, CASE and student government. More meaningful partnerships were created with the Office of Multicultural Affairs, the athletic dept, the dean of students (participating in the CIRP first-year student survey with adding questions on alcohol and other drug use), residence life and the admissions office. Students were involved with the Gala Event celebration and the Clothesline Project. Students conducted the Game of Life at Essex County College and conducted national alcohol screening day.

Partnerships in Camden include the office of student activities, orientation, honors program, EOF, student affairs, residence housing, Nursing Dept, Learning Resource Center, and with such student groups as the SGA, black student union, Greeks, Lambda alliance, and the pre-med society.

To genuinely increase student power, responsibility and autonomy.

Social Marketing students conducted activities disseminating key educational and misperception health messages.

SHRIMP, the Student Health at Rutgers Independent Minigrant Program, successfully completed its third year, reviewing six programs and funding two.

Students successfully ran orientation for the fourth year, reaching incoming and transfer students with entertaining and informative messages about health.

Students wrote brochures (e.g., on body image, nutrition, and coming out) and managed the health services' website.

A graduate student developed "Sharing Our Stories, A Storybook, an exciting tool to stimulate dialogue on campus related to health issues. These 18 stories will be distributed to preceptors this summer.

Students developed two awards, which were presented at the RU Alegria ceremony. They created the nomination process, selected the candidates, created and presented the awards.

Student internship projects included: a literacy project recycling books for children, advocacy projects, and running SHRIMP.

Students organized and ran another (the fifth) successful Body Appreciation Week.

Students created a new student organization, CURVES (Challenging UnRealistic Views on Eating and Size), and continued the Camden Health Advocate Organization (HAO).

Students conducted an inquiry project to assess interest and retention for student health advocates.

 

Students developed and ran student development programs and leadership retreats, as well as stress fairs, drama performances ("Parental Discretion Advised") and other routine activities.

Students assessed preceptor satisfaction with programs delivered and the request process.

Students assessed how other students get their health information on campus.

SHADES was the only student group to be honored with a human dignity award.

Students' energy resulted in greater nutrition education on campus.

Other:
- Preceptors requested programs, students applied to be health advocates, and 221 questions were answered through the "Ask the Staff" feature using our website.

- 4 "mandatory" groups were conducted for 266 students referred for violating the campus alcohol policy; some of whom were later seen for alcohol counseling and treatment. Camden conducted smoking cessation based on the "stages of change" model.

- Important HIV prevention grant work continued:

In the 2nd year of a 3-year, $1,274,823 project for HIV prevention community planning and capacity building,

An additional $25,838 behavior change grant for community based organizations improving their behavior change interventions, and

An additional $126,003 grant for assessing community needs and describing target populations.

This work strengthened communities to prevent HIV infection, helped HIV-infected persons access and comply with treatment, and supported the NJ State Dept. of Health and Senior Services in their statewide AIDS prevention and control efforts. The 10/29/99 RU Focus and spring Rutgers Magazine included articles describing the projects. In addition, the Spring Issue of the NMAC newsletter featured an interview with the community co-chair of the NJHPCPG, Khafre Abif.

1999-2000 Progress on Objectives

Maintain programs of student empowerment (course training, SHRIMP, SHADES, student organization advising- Health Advocate Organization, CURVES, social marketing team, supervising interns, CASE and honors students). 100 Students were trained in 7 courses for 363 academic credits. Overall, 262 students were directly supervised in health education work, including:

17 SHADES actors (who conducted 15 performances for 1125 student attendees);

4 SHRIMP reviewers (who considered 6 applications, with 2 funded and 2 pending);

10 CASE and 6 student interns;

85 students, who conducted 3400 CASE hours of service learning through our courses out in the community and 400 in the Department

213 health advocate programs were conducted for 6504 students

79 exhibits, for 3553 students

12 special program, for 1088 students

19 workshops or conferences, for 948 participants

In addition, community level interventions continued to influence behavior by challenging norms (such as Body Acceptance Week activities and body image peer education programs, SHRIMP minigrant program, and social marketing student projects). Department students gathered on 9/25 for an all-day Saturday team-building retreat, and on 2/11 and 5/3 for networking and synergy. Newark students were invited to William Paterson University, where their collaboration, Peers Tell All, was reported in that campus newspaper.

Students special projects included developing and releasing a statewide legislative scorecard on public health issues, which also resulted in a press conference at the statehouse, writing letters to the editor, developing legislative factsheets, and an article in the APHAs newsletter, The Nations Health.

Develop a systematic health information program of relevant channels and messages to assure an informed student body and awareness of RUHS (website, brochures and posters, student health journalism award, ads and press releases, narrative storybook, electronic news blurbs, mailings, student awards, publishing, presenting, guest lecturing, RUNet 2000). Based on a new statistical counting package, we averaged over 1000 visitors to the website each week (four times more virtual visitors as last year), 25% of whom visit 2-5 pages, 23% of whom visit for 2-15 minutes. The most frequently visited pages were the homepage, HPV, locations, stress, sexual health discussions, and the vaccine page. Most visitors (58%) found us through the Rutgers website, and came from six continents. A specific website for Camden was developed.

In terms of print media, weekly or biweekly Targum display ads were placed, promoting services and issues as MMR requirements, Lyme vaccine, hepatitis C, meningitis, making appointments, colds/flu, emergency contraception, dipping tobacco, syringe disposal, JCAHO visit, department activities and opportunities. The university created a system of disseminating official electronic notices, which included information on meningitis and MMR. In addition, specific colleges (such as Livingston, Camden and Douglass) have a system of electronic messages, which included many of these same issues.

The campus newspapers also printed stories about chlamydia, body image, STIs, BAW, HPV study, health education activities, and the Willets Health Center.

Over 200,000 brochures were distributed through the health centers, educational programs and campus racks. New brochures were developed on calcium and lactose intolerance and emergency contraception, as well as assorted factsheets. Many brochures were reviewed, reprinted and updated, and 15 new student racks were purchased for installation across campus. Four new posters about drinking were developed by a Newark graphic art class based on the alcohol social norms data, printed and distributed.

Strengthen training and outcomes of courses and supervision for student health advocates (body image educators, sexual health and nutrition advocates), intercollegiate athletes, and students interested in campus and community health. Courses and advanced instruction evolved, with strong evaluations from students. Newark courses, class for athletes and nutrition advocate training class were the largest yet, while New Brunswick sexual health advocate training, Individual and Community Change class and Camden classes were the smallest.

Strengthen student development initiatives for skill development (preceptor training, mandatory alcohol/drug workshops, health advocate cross training, student program veterans and volunteers). Health education/risk reduction skill building - such as 28 dining hall Nutrition Wiz analyses (5 less than last year) and 13 clinical dietary analyses (8 less than last year), and an additional 55 football team athletes had their diets analyzed. Preceptor training, mandatory programs, and student health advocate veteran support continued.

Sustain research and academic partnerships. In addition to the HIV prevention grant work, senior partner relationships and activity continued with the Center for Communications and Health Issues (Research and Education Group), UMDNJ for their human sexuality course, and two collaborations with UMDNJ grantwriting: to increase minority student preparation in the health professions, and for violence prevention (one not funded, one pending). A third grant collaboration resulted in School-Based Youth Services for Highland Park, where our students will be mentors. Eight journal articles or book chapters were written and accepted for publication, seven with other partners.

Sustain funding and successful outcomes for NJCCHE programs, grants and special projects.

Much of the statewide collegiate consortium activity was addressed by distribution of the health practices manual and inclusion in OCD and NJPHA training opportunities.

Sustain collaboration with campus and community partners. Campus partnerships continued as well, such as with Hospitality Resource Panel, Rainbow CAB, NJGLSEN, RUPHA literacy project. One student project fit into a UMDNJ School of Public Health minigrant we administer on advocacy, where students developed a public health legislative scorecard, set up a press conference at the state house, wrote letters to the editors for the legislators scoring 100%, and surveyed New Jersey colleges on the advocacy curricula in health programs.

Develop strategies to listen to student voices through surveys, discussion groups and non-obtrusive measures. Students were assessed on several measures: alcohol behavior, satisfaction with clinical experiences, interest with health information, satisfaction with educational programs (preceptors), and motivation/satisfaction with department experiences (health advocates). Insights from these assessments guide program improvement, and will lead, for example, in a restructuring of student roles in the department.

More students than ever were more involved in DHE efforts, from identifying needs and strengths, to developing, conducting and evaluating interventions. Students took more responsibility, and were more vocal and more creative than ever before. Overall, despite a staff vacancy for four months, it was an exciting and productive year. We continue to notice increased energy, enthusiasm, ideas, student growth and success, with greater depth of analysis, discussions and action by students.

The ACHA Miguel Garcia-Tunon Memorial Award in Human Dignity was awarded to Ellen Zaltzberg 5/31/00.

The NJSOPHE Health Educator of the Year Award was awarded to Ellen Zaltzberg 12/9/00.

The Presidents Human Dignity Award was presented 4/5/00 to SHADES, Ellen Zaltzberg, producer.

The NJPHA annual student award was presented to Laurie Cancialosi 10/14/99 for her advocacy work as our intern.

National Coming Out Day rally invited speaker, 10/99

Polly Mclaughlin was nominated for a Presidents Award, and supported unanimously by her campus.

Shaynna Thorne received her bachelors degree, and was accepted into the Rutgers-Newark school of social work masters program.

The Robert H. Bierman Student Health Journalism Award - with $896 spent advertising this

initiative, and a partnership with the chair of the Journalism Dept, no student articles were submitted for this program (compared with still only five the year before). Next year, well invite articles for awards each semester, and allow the review committee to select articles not necessarily submitted by the student author, both in an effort to attract attention to the program.

A smaller response from students in foundation courses and peer education trainings interested in advanced instruction and special projects. This will be modified next year with greater opportunities for involvement during their training, and clearer student roles, opportunities, and mentoring.

A small campus having few students involved and engaged in health education strategies. This was due to a difficult year both by the coordinator and students. Clear goals and strategies are planned for next year.

Although ADAPS and DHE addressed selected recommendations from the Presidents Alcohol Report for their departments to implement, a systematic strategy for addressing and carrying out this report university-wide did not occur at the central administrative level.

Not getting funded again for the CHOICES grant, despite superior ratings.

Stymied progress on implementing the eating issues proposed university policy.

The psychology section wraparound on HIV being cancelled due to low enrollment.

The tobacco social norms project not being funded.

The unsystematic implementation and follow-up of the tobacco clinical counseling recommendations.

The lack of responsiveness of the Targum to either create the health question/answer column or print student advocate articles (on weight loss, creatine, or supplements).

Create and sustain programs and relationships that reflect kindness, caring, and connectedness.

Conduct a systematic strategic planning process to assess priorities, satisfaction and appropriateness of services, as part of continuing quality improvement.

Explore further collaborations with clinical activities (e.g., interactive website use for patient education, nutrition education into clinical services).

Assess student learning processes, behavior and impressions of health on campus through the National College Health Assessment Survey (spring), photovoice project (fall), tobacco social norms project, and identifying health-related factors contributing to academic morbidity and mortality. Incorporate this data into program planning and implementation.

Pilot a new student infrastructure for strengthening student involvement and leadership within the Department.

Expand opportunities for student development and connections (alumni reunion, student retreat, Student Athlete Mentors, sports nutrition advocates, RU dining team partnership).

Offer institutionalized opportunities for learning and training (courses for academic credit, community service partnerships, service learning opportunities) which increase critical thinking about health.

Create and maintain educational interventions for increasing student dialogue and critical thinking about health and about nicotine (SHADES, peer education programs, SHRIMP, CHI).

Create and maintain informational opportunities to promote and publicize services and health information (website, brochures, newspapers, and electronic messages).

Create and maintain collaborations with faculty (as clients and guest lecturers in courses, advisors of Human Sexuality Week, partners on grants and special projects, sponsors of internships and instructors of courses, sexuality minor).

Create and maintain collaborations with staff and students (as cosponsors of programs - e.g., Body Appreciation Events, advisors of communities - e.g., CURVES and HAO, collaborators of ideas - e.g., CHOICES and early alert program, and providers of technical assistance and consultation - e.g., SAMs).

Document and disseminate department excellence (through conference presentations, journal articles, and other recognition).

Strengthen the student/alumni network and coordinate the third DHE alumni/student reunion.

 

The mission of the Department of Health Education is to support the Universitys general educational mission by providing for the health education needs of the Universitys diverse student population. This includes 1) creating and responding to opportunities for students to both examine their personal behavior and challenge the socio-cultural/institutional-political and peer norms that affect their health and the health of the broader community, and 2) creating conditions, structures and systems that can promote the well-being and inter-connectedness of communities. We work to create conditions in students lives that support and enhance their health and the health of others by valuing students, creating safety for these challenges, and encouraging moral leadership.

We seek to support students in their own lives and in their leadership to help students think critically about the world around them in order to act on behalf of themselves and others - healthy students contributing to health communities. The attributes of a strong community where this can occur include: respect, caring for and about others, empathic relationships, standing up for others, diversity, equity of resources, quality of life, and appreciating students as agents of change. We seek to develop and support experiences through which students can take action to exert control in their own lives and respective communities and to develop into healthy citizens. The Department serves as an incubator of both ideas and experiences for students, managing by both objective and opportunity.

The Department of Health Education strives to create authentic learning experiences. We are committed to building a diverse, inclusive and just campus community of mutual respect and interdependence. We look to balance empathy and critical thinking with respect for diversity of people and opinion. We look for ways to explore the intersection of economics, politics, communities, science and social change that determines public health. Students are the future. Strengthening college students leadership, personal agency and interpersonal skills can increase their health status while building stronger families, communities and institutions.

The capacity of the department to succeed in this work is directly influenced by the collaborative relationships we have with students, faculty and staff across campus. This work supports academic retention, motivation and excellence; service learning and research initiatives; and intuitively, reducing isolation and violence. Our student target populations include first-year students, student leaders, campus informants and opinion leaders, students connected to different campus groups, students engaged in risky behavior, and students interested in health career development.

With offices in Hurtado and Willets Health Centers (New Brunswick), Blumenthal Hall (Newark), and the Student Center (Camden), the Department creates opportunities for students on all campuses, focusing on leadership, advocacy, skill development and community organization, working through networks and specific collaborations with a wide range of faculty and staff across the University, and with community-based organizations and other universities in the state and nation. Our student and full-time staff are diverse, comprised of health educators, community organizers, and psychology experts with different demographic and training backgrounds.

We look for such indicators of success as increased student leadership, skill development, student connection to one another and the larger world, evidence of critical thinking, challenging the status quo, and students motivated to change the system. We contribute to a university community which values and respects diversity and supports human dignity.

This past year Department staff taught seven courses (100 ethnically diverse students in classes) or supervised students as interns or in advanced instruction (16 for academic credit through which 363 academic credits were awarded. Service learning was a natural component of this work as it has the potential to: enhance self-esteem and personal growth (through reflection, problem solving and analysis), apply skills learned at the university, foster caring for and a connection to others, increase volunteerism (important in a democratic society), and help students clarify career choices.

Service learning courses were institutionalized as part of the sexual health advocate training in both New Brunswick and Newark and the ATheories...@ foundation course, and will be in Camden next year. In addition, 10 CASE students worked with DHE as a community partner for special projects on- and off-campus (totaling 3400 CASE community service hours through Department partnerships. This created wonderful opportunities for students to see underlying causes of health problems, broaden their concept of health, and to gain new experiences, which influence their career path and future volunteer decisions. Community service occurred at such sites as: Hyacinth Foundation, Chai Project, GMHC, Babyland nurseries, Newark elementary schools, HPCPG, Pride Center, and both NJPHA and NJSOPHE. Students have been offered paid positions after their CASE service ended, as well as choosing to continue to volunteer.

Students reported that their community service experiences are: productive and meaningful, a positive contribution, foster feelings of accomplishment, and provide opportunities to develop skills (such as team work and conflict negotiation.

Students evaluated our courses by saying the empowerment model used is a refreshing changesomething that will definitely come in handy in the real worldthis class was excellent because every topic was discussed instead of preached. It was both a refreshing and rewarding changethe professor actually cared about her students, unlike other liberal arts professorsthe areas we discussed stick in my mind and I analyze things more

Student indicators of progress in the alcohol mandatory programs included: moving away from group thinkmaking connections between harmful choices and negative outcomesseeking out AAa change in attitudea change in behaviora shift in denial

Sometimes these course experiences enabled students to better understand the complexity of behavior change. Students recorded in their journals such struggles with this experience - that they were trying to eat healthier, sleep more regularly, reduce their stress, increase their exercise, etc. Some students indicated that their behavior had changed in some way and that they planned to continue this improvement; others had difficulty changing, but indicated a better understanding of the antecedents, stressors, and barriers to change.

Other academic initiatives included collaboration on several grants, including the Communication and Health Issues Research Group (collaborating on challenging alcohol misperceptions in the student community in an effort to reduce dangerous drinking) which has developed in a Center, and the the UMDNJ School of Public Health for statewide advocacy training and organization with several state associations. In addition, staff teaches mini-courses in the UMDNJ School of Public Health, on advocacy and on grantwriting, in addition to a full course on human sexuality..

DHE has been developing stronger relationships with the offices for academic probation, exploring academic morbidity and mortality related to health.

Students reported appreciating the class environment built on trust and safety, while pushing them intellectually and emotionally to better understand themselves and their world.

2370 first-year students, parents, preceptors, EOF students were reached during 1999 orientation, organized by student health advocates. Continuing to work closely with ADAPS, 4 groups continued for students violating college alcohol/other drugs policies.

Students reported that as a result of our programs, they will...be more conscious of weight and diet - not think one body type is standard be more openbe more considerate of othersbe more attentive to how beautiful a person is regardless of physical beautyappreciate my body morelearn how to avoid being so negativebe more patientkeep an eye outuse condomsstill have no sexbe more careful in general with oral sexbe careful/protect myself/be saferthink about my actions after drinkingnot drink as muchask my partner about STIsbe more informed so I can tell friends about the resources on campuswear condoms all the time

Students also reflected that the situations were so real that it does help to open ones viewthey sent out the message and brought smiles to peoples facesplease continue to help people realize themselvesdone in a very sophisticated and interesting mannerreally thought provokinggood job all of you expressing issues not brought up too oftenthe discussion components afterwards is very beneficial where we can voice our opinions and address the various issuesI think you do touch people, teach them and make them think - you did with meNow I know there are people I can talk to about nutritionIve decided to eat healthier now

These student thoughts showed a move toward self-reflection, social responsibility and critical thinking.

Evidence of critical thinking was seen in many ways, including: the student creation of Parental Discretion Advised, the student athlete-mentor mini-conference on key health issues, student-facilitated Game of Life, and students advocacy efforts. Thinking critically leads to growth and leadership.

Evidence of connections was seen regularly; highlights include: Rainbow CAB, the Hospitality Resource Panel, and our presence on the Newark presidents roundtable. New department student awards were created and given out at the campus Alegria ceremony 5/3/00. Student alumni email staff, asking how current classes are going and wanting to visit. One alumni writes how being a Nutrition Advocate stands out as a very important, influential factor leading her in a direction of health promotion and a MPH. Students created a book of students stories about their health-related experiences. Eighteen student stories describe experiences with eating, peer pressure, abuse, disability, violence, suicide, cancer, drugs, alcohol, race and depression. Theyll disseminate the book of stories to residence life student leaders for programmed discussions, and posting on bulletin boards.

Connectedness enhances retention as well as personal health and community cohesiveness.

Student agency was evident through a myriad of programs: the new student organization CURVES (Challenging UnRealistic Views on Eating and Size), student-initiated internships and independent study projects (on literacy, advocacy and quality assurance), creation of new programs (on body image, Who Wants to be a Nutritionaire?, GLSEN activity, and the student-run SHADES retreat and SHRIMP program. Student agency fosters empowerment and leadership.

Partnership continues to be our middle name. Our success was clearly linked to our successful collaborative relationships with student, faculty and staff partners, and our commitment to student leadership.

Our partnerships were extensive:

the deans, advisors, and student leaders who requested programs during the year, starting with orientation (such as the DC EOF SHADES program during the Summer Achiever Workshop Series), through fairs (such as the stress busters before finals with RCCC, the 3/6student medical associations health fair, to the LC information fair), and peer-led sessions (on body image, nutrition, sexual health)

student relationships, such as with the student groups who requested: consultation and technical assistance (such as COUCH), information (such as RUPHA for their newsletter articles (about RUHS activity - publicizing the womens health study and DHE programs - the journalism award opportunity) and advising (CURVES, RUGBI, HAO, Rainbow CAB, SHADES, interns and community service students); co-sponsorship of Its Elementary (10/26/99) with the UCGA, the 3/29/00 Day Without Hate, and the 12/3 Queer Health Fair; and speaking (as the 4/18/00 Kappa Omicron Nu dinner speaker)

faculty relationships, such as senior partnerships with the CCHI project on social norms with Communications; the homophobia reduction efforts with the GSE; the HIV wraparound sections in history, journalism and education; participation planning and implementing UMDNJs Human Sexuality course for medical and public health students,

staff relationships, such as co-chairing the Eating Issues Task Force and Rainbow CAB, serving on the CASE advisory board, participating in specific activities (such as the 12/2 stress-free fair, 3/29/00 health careers panel, and 10/27 screening at the Paul Robeson Center of All Gods Children), CASE advisory board participation, CHOICES Advisory Group, 1/18/00, Race, Class and Health teleconference with the Committee to Advance our Common Purposes. Staff served on the planning committee of the student services conference (11/21/99).

community relationships brokering community service experience for students, representing the university on the Hospitality Resource Panel or on grant collaborations on violence prevention and school-based youth services; managing HIV and other grants; serving on local, state and national advisory boards (such as for the Chai Project and other community boards or professional associations)

Partnerships foster connections, collaboration and innovation.

Other noticeable outcomes included: students believing they can make a difference, an increased respect for others, retention (of student who otherwise would have dropped out of school, students looking out and helping one another, students noticing and speaking out on behalf of others, students taking responsibility for making changes - in themselves, and in the environment and institutions around them, and students attending to the context of their experiences, and modifying the infrastructure needed to support their own success.

Staff provided extensive technical assistance and consultation to partners on- and off-campus, to such places as: Office of Sexual Assault Services, RU police departments, Teaching Excellence Center, Planned Parenthood, colleges (East Stroudsburg, Rider, Montclair, Delaware Valley, Stockton, Smith, Univ. of New Hampshire), schools (Highland Park, Portsmouth, Chatham, St. Cecelias Parish), American Cancer Society, state attorney generals office, and student alumni.

Students purchased 1899 condoms in vending machines this year, generating $214 for sexual health education activities, the same as last year.

$9800 was spent advertising programs, services and key health information through the student newspapers, $2500 more than last year.

$43,387 was used for student wages, more than last year, reflecting an increase in hourly wages, retained students at higher steps on the wage scale, and students doing more work for pay (and needing money rather than academic credit), as well as increased nutritionist hours to compensate for a staff vacancy in nutrition education.

$27,503 was spent purchasing or printing health information brochures for clinic and campus distribution (about the same as last year).

$4626 was spent on contraceptive supplies (condoms, dental dams, lubricants and VF), about half of last year.

To help support special initiatives more expensive than the department budget could support, student and staff efforts seeking financial assistance resulted in $3500 donations and sales for variety of costly initiatives, such as Body Acceptance Week, SHADES performances.

Staff served the community in a variety of ways, from serving on NJHPCPG and community and professional advisory boards and reviewing grants and providing technical assistance on grant applications to advocating for policy positions promoting public and student health. Staff served on editorial boards and reviewed manuscripts for publishing, wrote editorials for newspapers, submitted invited testimony to the senate health committee, and organized statewide conferences. Students and staff presented their Department work at three national conferences.

Staff wrote recommendations for faculty at other universities for tenure and for awards, and for students for jobs, graduate school, and study abroad; wrote letters of support for other agencies and institutions for grants on violence prevention (UMDNJ), health case management (Chai Project), and school-based youth services (Highland Park School District).

Seven grants were written, six funded, one pending, for a total of $592,282. Grant projects included support from NJ State Dept. Of Health and Senior Services for:

A Theory to Practice Institute for community-based organizations (116 participants) doing HIV prevention,

For Organizing Community Development (which reached 45 community members with its grantwriting and empowerment trainings, as well as create a website for seeking grantfunding and provide technical assistance), and

Staff support for the NJ HIV Prevention Community Planning Group, which advises the state on HIV prevention target populations and priority interventions for services (as well as host monthly meetings, committee meetings, and prepare relevant literature reviews and fact sheets for priority setting and gap analysis).

NJCCHE continued to host the states comprehensive school health education resource room, which hosted 5 visitors this year.

Staff consulted with state and national organizations (such the NiteStar Project, the Coalition of National Health Education Organizations), served on state and national advisory committees and boards, and advised the planning group and facilitated small groups at UMDNJ=s human sexuality week program.

These efforts also modeled principles taught to students, and provide mentoring opportunities. Student interns and advocates championed many of these initiatives, which allowed professional experiences in conference planning, conference presentations, coalition building, and advocacy.

To increase dialogue, examine issues, and explore underlying contexts of key health behavior which impact on academic success, such as the use of food, relationships, sexual expression and chemical substances to manage feelings, and situations.

To encourage students to think holistically about the connections among their health choices, their personal needs and their social and political environments, and to advocate for needed change.

To strengthen student leadership skills for setting goals, making decisions, solving problems, managing conflict, accessing resources, assessing assets and needs, and nurturing relationships and groups.

To enhance student health advocate training with skills to evaluate their experiences and environment.

To continue our active presence in student life, and the broader academic and the neighboring community.

To increase the involvement of diverse students, as well as increase working relationships with student and academic colleagues.

To create and strengthen relationships and partnerships, and increase collaboration on- and off-campus, and through community organization efforts.

To genuinely increase student power, responsibility and autonomy.

To create opportunities for students to demonstrate critical thinking,* an increased sense of equality and empowerment,** and increased student ownership/authority and responsibility for their work, and are seen as the experts in student health.

To incorporate an expanded concept of health into initiatives where the underlying context of health issues address the root causes.***

To secure adequate funding for NJCCHE programs, grants and special projects.

To sustain and nurture special programs, such as SHADES, website, university networks, and student peer networks.

To notice evidence of growth and change****

Training courses for academic credit for student health advocates (sexual health advocates, body image educators, nutrition advocates), intercollegiate athletes, and students interested in campus and community health.

Student development initiatives for skill development (preceptor programs, mandatory alcohol workshops.

A systematic information program of relevant channels and messages to assure an informed student body, through websites, electronic news blurbs, a student health journalism award, poster and newspaper ad series, and brochures.

Student-run programs, such as SHRIMP (as a vehicle for empowerment and building new relationships), Body Appreciation Week, student organizations, and student-initiated projects and independent studies.

Collaboration with grant projects on HIV prevention, alcohol social norms.

Advising student clubs and organizations, mentoring interns.

Student health advocacy through drama, presentation and dialogue across campus and the broader community.

Consultation and guest lectures, support and participation on campus and community committees and coalitions.

Incorporate key messages and relevant data, theory, literature and experience into initiatives and informational strategies.

*Students asking questions, challenging decisions and attitudes, increased integration of ides into student lives and environment, naming things that don't work.

** Greater engagement, where students take responsibility for their choices, have greater collegial interactions, increased self value and self efficacy - where students believe they have the skills to make the choices they desire, where students defer less to authority, where students initiate programs, generated within the student group, with

less triangulation between staff and students, and where staff turn to students for help.

***Dialogue about systems, rather than symptoms, challenges to the status quo, making more public the health initiatives from the immediate group to the larger community, increasing student consciousness for community outreach to local and personal communities, increasing the social context and community work.

****Both verbal and written, capturing transformative moments, making connections between ideas, recognizing assets of different groups and beliefs, increasing referrals, taking action, taking collective action for social change.

Based on the results of the 1999 Youth Risk Behavior Survey (YRBS), students are generally coming to campus with the following behavior:

Half have already had sexual intercourse during their lifetime, with 36% reporting having sexual intercourse in the previous three months, and 16% having had 4+ sexual partners.

Only 58% report using condoms during their last sexual intercourse, 16% using oral contraceptives, and 6% reporting having been pregnant or impregnating someone else.

One quarter used alcohol or other drugs during their last sexual experience.

18% report violence in their relationships, half of whom were forced to have sex.

Based on this and other national surveys, the statistical portrait of teenagers reflects these health risks: alcohol use, tobacco use, illegal drug use, weapon use, suicide attempts, binge drinking, marijuana use, fighting, suicidal thoughts, and risky sexual activity, often in multiple risk taking. Males exhibit more of these risks than females.

In addition, national alcohol surveys document that more than 40% of college students drink dangerously (5+ at one time for males, and 4+ at one time for females). 20% of student drink dangerously 3+ times/week. And more than half of students who use alcohol say they drink to get drunk.

Our own Rutgers surveys show that, at Newark, almost 70% of students drink, 40% of students drank in the last month (27% of whom drank dangerously), and students believe that 87% of other students drink dangerously.

We know the consequences of this behavior: regretted action, missed classes, conflicts and problems with relationships, unplanned sexual activity, vandalism, and consequences to those who arent drinking dangerously (called collaterals). In fact, nationally alcohol is a factor in 40% of academic problems and 28% of students leaving college.

This data guides our thinking toward the following approaches for incoming students:

Support positive behaviors of the lesser risk takers (positive social norming and support for other positive behavior).

Address specific risk reduction efforts in context with other behavior as well as the institutional and environmental influences.

Look at underlying root causes for preventing problems and supporting health.

 

Total funded awards for time frame: $576,782

Resource Development: More Ways to Go: Sex Positive Strategies and Resources for Creating a Health Campus Environment

In the fall of 1999, NJCCHE completed, printed, and distributed More Ways to Go: Sex-positive strategies and resources for creating a healthy campus environment, a manual for college students and those who work with college students. The manual was mailed to NJCCHE mailings lists of approximately 500 people. Articles about More Ways to Go appeared in national newsletters distributed by the American College Health Association and the Sex Information and Education Council of the United States, as well as the BACCHUS/GAMMA magazine, The Peer Educator. Notice of the manual also appeared on several websites and listserves. Through this advertising, approximately another 1,000 manuals have been mailed to contacts on college campuses across the country, ranging from Harvard University to the Fashion Institute of Technology. The Robert Wood Johnson Foundation and Rutgers University provided funding for the development and distribution of the manual.

More Ways to Go provides programming ideas that stress dialogue and collaboration in order to create a positive, healthy campus community. For beginning instructors and peer educators, More Ways To Go provides step-by-step instructions for replicating games, activities, and programs. These strategies are suitable for a range of settings on the college campus, including the classroom, residence hall, and first-year orientation. The programming ideas move beyond a straight information-dissemination approach in order to build skills and uncover values and attitudes. More experienced health educators appreciate the manuals diverse strategies for reaching students in non-traditional locations, the suggestions for collaborative partners on and off campus, and the description of comprehensive multi-session HIV prevention education programs. In addition to sex and sexuality, several of the programming ideas included in the manual are designed to stimulate dialogue about identity, gender roles, and heterosexism. The manual also touches on issues related to the misuse and abuse of alcohol and drugs because they compromise a students ability to manage situations and relationships.

Programming ideas for More Ways To Go were culled from a review of the published literature as well as a request for submissions, which was mailed to colleges nationally. An Advisory Board, comprised of college students and professional educators in the field of college health and HIV prevention, guided the development of the manual. This Advisory Board determined which strategies and activities to include in the manual, choosing those they considered models of principles found to be effective in engaging students to learn about sexual health and HIV prevention.

Provided two three-day trainings for community-based providers of HIV prevention education with the overall goal to improve the organizational and facilitation skills of health educators. 28 people in November and 16 people completed the full three-day training in May.

Provided training to 72 community-based providers of HIV prevention on how to integrate behavior change theory in order to improve their prevention initiatives. Training focused on practical strategies for working with clients in the maintenance stage of change and preventing relapse.

Adjunct Instructor:

Public Health Grantwriting, School of Public Health, University of Medicine and Dentistry of New Jersey, 2/28-4/3/00

Guest Lectures:

HIV/AIDS and Public Policy, 11/2/99

Health, Ethics, Labor and Law, 6/14/00

In Service Training:

= day on grantwriting for Health Education staff, 12/20/99

workshop on Harm Reduction for Health Services, 1/13/00

HIV/AIDS Update, Friday morning in-service, 2/25/00

Technical Assistance to:

Bridges to Health Communities Project administered by Raritan Valley Community College

New Jersey Statewide AIDS Network administered by the American Red Cross of Camden County

CASE Program at Rutgers University

 

Three-day training for people with some experience writing and managing grants. In attendance: 10 trainees in New Brunswick and 9 in Lakewood.

Four module training for HIV + individuals interested in learning how to be effective members of state and local planning groups.

Planned and implemented two days of technical assistance to approximately 85 individuals from community based organizations to provide guidance in how to develop grant applications in response to a call from proposals from the Centers for Disease Control and Prevention. In addition, one-on-one technical assistance was provided to 10 agencies and individualized information packets were distributed to 13 agencies. Three agencies in New Jersey who received OCD t.a. services of some kind were funded under this initiative.

OCD Website http://OCD.rutgers.edu On going

Up and running website with information regarding OCD with an easy-to-use searchable database regarding private funding opportunities.

OCD Needs Assessment

To assess the training needs of OCD constituents, a survey was mailed to 2,500 people on 3/27/00. As of 6/1/00, without follow-up, approximately 350 surveys have been returned.

The New Jersey Collegiate Consortium administers a memorandum of agreement to provide staff support to the statewide planning body that provides recommendations regarding HIV prevention in the state of New Jersey. Staff support guides and educates this planning body, comprised of 45 diverse volunteers, that the group can develop a comprehensive plan for HIV prevention. Most of this works is very much behind the scenes-- arranging for educational presentations, writing fact sheets, collecting and disseminating research literature. However, for the group to function at its optimal level, staff support must both anticipate its needs and fill in the holes frequently left by volunteers. The following lists staffs major contributions to this group:

Seventeen community planning members and the three staff members attended the HIV Prevention Summit in Los Angeles in April 2000. This conference is the annual, national conference for HIV Prevention Planning Groups and provides an opportunity for groups from one state to network with groups from other states. Of the 17 New Jersey CPG members in attendance, 8 presented at a total of 7 workshops at the Summit. Staff assisted CPG members in planning and coordinating all these workshops. Staff also planned and staffed a resource table at the conference to share our materials with others.

Twenty community planning members attended a retreat designed to foster group dynamics. NJHPCPG staff planned the retreat. To reward members volunteerism, the staff collected gift certificates, theater tickets and small token gifts donated by New Brunswick businesses and raffled off these prizes to CPG members.

The NJHPCPG engages in small research projects to identify emerging needs among sub-populations who may be at risk for HIV in New Jersey. In the fall of 1999, an interview survey was conducted with 26 providers of services to homeless clients in target areas including Atlantic City, Jersey City, and Newark. The purpose of the survey was to assess the need for HIV prevention related services for people who are homeless. A report of findings was distributed to members of the CPG.

In March 2000, planning began for a study regarding trends in heroin use among 18-25 year olds. In this age group, heroin use is increasing and use by injecting (as opposed to sniffing) is increasing. A series of focus groups with this population began in May. We are planning to begin an interview survey with 250 young adult heroin users in late July 2000. This study is being planned in collaboration with staff at the New Jersey Division of Addiction Services.

The purpose of the CPG is to set the priorities for the funding of HIV prevention services in NJ. Annually, the CPG conducts a priority setting process, when CPG committees develop potential recommendations and then vote on a rank order for those recommendations. This process requires structure and organization on the part of staff so that all CPG members believe that the process is fair and orderly. In July 1999, the CPG successfully ranked gaps in populations, services, and geographic locations for prevention. (Compare this to 1998, when the priority setting process took three months to complete. In preparation for this years priority setting working with committees, CPG staff assisted in the development of 9 fact sheets describing relevant target populations for HIV prevention services.

Planned and provided staff support for:

10 full group meetings;

approximately 120 committee meetings;

3 trainings for potential new CPG members; and

1 training for members of the CPG executive committee, people whom are in leadership roles in the CPG.