Abstract
This study examines the efficacy of TRAC 1, alcohol educational session. The results will determine if the class stimulates behavior change and will provide implications to modify the program model. The participants (n=24) have been found responsible for an alcohol policy violation and as a result attended an alcohol class in the past academic year. The data analysis grouped survey questions into clustered themes: behavior change, knowledge retention, and the conduct process experience. Within each theme, demographic variables were used as lenses to hone in on certain population experiences as well as address issues of diversity, equity, and social justice. Results indicated that an educational session and knowledge retention alone does not guarantee participants will change behavior. Furthermore, the student experience within the conduct system varied, especially among first-year students. Contrary to the literature, social identities did not make a significant impact on knowledge retention, behavior change, or the experience in the conduct process. More research needs to be implemented to better understand the student experience in the alcohol class and the conduct process at Seattle University.
Recommended Citation
Soltis, Brendon M.
(2014)
"New Directions for Alcohol Interventions as Sanctions,"
MAGIS: Vol. 8:
Iss.
1, Article 25.
Available at:
https://scholarworks.seattleu.edu/magis/vol8/iss1/25