If an AODV task force does not currently exist

on campus, a key step for a prevention coordinator is to identify and recruit key individuals

with an interest in prevention to serve on one.

Having an active task force—composed of up

to as many as 15 members to keep the group

manageable and productive—will provide

credibility to efforts to implement prevention

A strong prevention program requires understanding the problem, identifying the contributing

factors, taking action to intervene, and then

evaluating to see if the problem was prevented.

To be effective, prevention must be a deliberate

process that applies science-based principles of

planning and action to produce desired

outcomes. Furthermore, it requires an assessment of local problems and resources in order

to identify the necessary changes to reduce the

risk for problems. This Prevention Update

outlines the critical elements in this process and

identifies helpful resources to support campusbased prevention efforts. Intended as an overview,

it includes many references to publications

from the U.S. Department of Education’s

Higher Education Center for Alcohol and Other

Drug Abuse and Violence Prevention and other

resources, for more in-depth information.†

Engaging Partners in

Solutions: Build a Coalition

The challenges of addressing alcohol and other

drug and violence (AODV) problems on campus

should not be taken on by a prevention coordinator in isolation. Successful prevention requires

building and nurturing relationships to gain the

assistance and partnership of key stakeholders

so that efforts are well received and championed

by others. In fact, the primary role of a prevention coordinator is mobilizing and organizing

the campus and community and being a catalyst for change. Typically, two mechanisms

facilitate team collaboration among partners

committed to AODV prevention: While a campus

task force can address the contributors to AODV

problems on campus, a campus and community

coalition will address the root causes of the problems in the surrounding community. 

Prevention coordinators have an important role on campus. To be effective,

they must demonstrate the right balance of

accurate information, clear strategy, and open

collaboration with others. New prevention coordinators are confronted with a great deal of

information to absorb when they start their

positions on campus. Even the most enthusiastic newcomer to prevention can feel overwhelmed. This publication is intended to

simplify, organize, and provide a context for the

information and resources prevention coordinators need for successful programs. 

What are prevention coordinators talking about

when they say “prevention”? Successful prevention efforts reduce the incidence of unwanted

events or behaviors. Unlike early intervention or

treatment measures, which take action once a

problem arises, prevention seeks to reduce “risk”

factors that may bring about a problem or

behavior and promote “protective” factors that are

known to ameliorate negative behaviors.*

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Getting Started on Campus

Tips for New Prevention Coordinators by Helen Stubbs

February 2008

The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention

Funded by the U.S. Department of Education

* The risk and protection framework is a commonly used public 

health approach, using research to identify factors that are positively

associated with problem behaviors (risk factors) and those that have

an inverse relationship to problems (protective factors). By reducing

risk and increasing protective factors, prevention professionals have

successfully reduced youth problems that include substance abuse,

delinquency, and violence.

While prevention is not a formal sequence of

one specific activity followed by another, the

following elements are critical to support

effective efforts:

• Engaging partners in solutions;

• Understanding the problem; 

• Becoming aware of best practices in 

prevention;

• Building a strategic plan; and

• Connecting with others.

Critical Elements of Prevention

Continued on page 2

Consider the following campus constituencies

in building relationships:

• Campus security personnel;

• Health and counseling services staff;

• Judicial affairs personnel;

• Dean of students;

• Student affairs representatives;

• Residence life staff;

• Resident assistants;

• Students from the general population and specific groups (e.g., 

student athletes, peer educators, 

student government);

• Students using commuter center;

• Fraternity and sorority coordinators; and

• Athletics director or related staff. 

Community groups, such as the following,

also can support prevention efforts:

• Community services, including 

treatment centers; 

• Business owners, including 

alcohol outlets;

• Police department personnel;

• Judges and court staff;

• Local media and newspaper personnel;

• Elected officials;

• Liquor commissioners; and

• Emergency room staff.

Appropriate Partners in 

Prevention

† A complete categorization by topic of the Higher Education

Center’s publications can be found in its Services and Catalog;

see p. 8 for the Center’s contact information. 
a formal partnership or participation in a coalition

or task force, it is necessary to nurture the relationships through continued dialogue and communication as prevention efforts move forward.

More seasoned task forces may consider working

with off-campus constituencies, such as local

courts, law enforcement, businesses, and the media

for task force involvement. These groups will

almost certainly inform and participate in a

community coalition for AODV prevention. The

frequency with which these groups meet and the

kinds of reports they issue will vary from one situation to another. But, keeping key campus

constituencies informed of task force progress and

keeping its members involved in meaningful activities is key to the group’s success. 

Understanding the

Problem: Gather Data

An important primary step in addressing

student AOD abuse and violence is to assess

where the problems exist. Doing so will provide

a solid basis upon which the task force or

coalition can identify solutions and strategies

to address local problems effectively. 

Successful prevention efforts are based on a

clear understanding of the specific nature and

extent of AODV problems on a campus and in

its surrounding community. One way to assess

these problems is through surveys administered

to a random sample of students, staff, and

faculty. Other sources of quantitative data from

campus files include official records of

substance abuse and violence violations, crime

data (which include arrest records), disciplinary

records, and referrals to judicial boards. Every

campus is required to complete a campus crime

report (per the Jeanne Clery Disclosure of

Campus Security Policy and Campus Crime

Statistics Act [known as the Clery Act of 1990].)

and biennial review of AOD policies and programs

(per the Drug-Free School and Campuses

Regulations). These two reports (see p. 4, under

Federal Mandates) provide additional sources of

existing information. Environmental scans or

assessments also can provide useful information.

For qualitative data, focus groups of students and

staff and interviews with key stakeholders offer

more in-depth and nuanced perspectives on the

challenges facing a campus. 

measures. In order to succeed, a task force

should have the backing of senior campus

administrators, including the president. 

One way to develop relationships and

engender cooperation across multiple

constituencies is through simply talking with

people. Interviews with students, staff, and key

stakeholders serve a dual purpose: They will not

only uncover a variety of perspectives but will

help develop support and relationships as well.

When identifying whom to interview, the prevention coordinator should consider people who coordinate organizations across campus—moving

outside the director level to the frontline personnel

who interact with students. Striking a collaborative tone can help establish a sense of partnership and will advance the relationship

building. 

When engaging potential

partners in dialogue—for a task force or coalition—the idea is to explore the main problems,

potential solutions that exist, and the role the

task force or coalition can play in advancing

prevention. This also is an opportunity to assess

current and past efforts: What efforts have

succeeded or failed and why? What can be

improved upon? How was the previous prevention coordinator perceived and what were the

contributors to his or her successes and failures?

While gathering this information, important

contextual elements relating to the political

climate both on and off campus also can be

gleaned—including information on the personalities of both allies and detractors, interdepartmental dynamics, the sense of “ownership” of the

issue, and town-gown tensions—to assist the practitioner in navigating the waters of change.

Whether conversations with stakeholders result in

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• Monitoring the Future: 

http://www.monitoringthefuture.org

• The Core Institute: http://www.siu.edu/ 

departments/coreinst/public_html

• Harvard School of Public Health College 

Alcohol Study: 

http://www.hsph.harvard.edu/cas

• ACHA National College Health Assessment: 

http://www.acha-ncha.org/index.html

Key Data Resources

• Methods for Assessing Student Use of 

Alcohol and Other Drugs

• College Alcohol Risk Assessment Guide: 

Environmental Approaches to Prevention

• Selecting the Right Tool: A Compendium 

of Alcohol and Other Drug Assessment 

and Evaluation Instruments for Use in 

Higher Education

Key Higher Education Center

Publications

• Campus and Community Coalitions in 

AOD Prevention

• “A Campus-community Coalition to 

Control Alcohol-related Problems Off 

Campus: An Environmental Management 

Case Study” 

• College Alcohol Risk Assessment Guide: 

Environmental Approaches to Prevention

Key Higher Education Center

Publications

Continued on page 3
awareness have not been proven effective

when used in isolation.1 Therefore, the

Higher Education Center focuses on the

importance of changing the broader environment through a prevention framework

termed environmental management.

Although this framework was designed

primarily to address student alcohol abuse, it is

applicable to other drug use and is grounded

in the same public health theory as the

campus violence prevention framework developed and promoted by the Higher Education

Center.

The environmental management

approach is supported by the research literature and major national reports addressing

youth alcohol use: 

• In 2002, the National Institute on Alcohol 

Abuse and Alcoholism (NIAAA) released 

its report A Call to Action: Changing 

the Culture of Drinking at U.S. 

Colleges, revealing the extent and nature

of the college student alcohol problem, 

reviewing the research literature, and 

providing guidance to college administrators on effective prevention programs 

and policies. 

• In 2003, the National Research Council 

and Institute of Medicine of the National 

Academies released Reducing Underage 

Drinking: A Collective Responsibility,

outlining recommendations to address 

underage drinking in the United States.

Having data to describe and explain specific

problems on campus—for example, the effect of

alcohol use on student academic performance,

high-risk and illegal prescription drug use among

students, or rates of sexual violence and other

trauma—brings credibility to prevention efforts

and can attract support from allies, key audiences,

potential funders, and colleagues. Data will help

set prevention priorities for implementing

action, as outlined below.

To put the local situation in context, there

are many sources of national data on alcohol

and other drug use to consult, including the

National Institute on Drug Abuse–funded,

ongoing Monitoring the Future study; the Core

Alcohol and Drug Survey; the Harvard School of

Public Health College Alcohol Study; and the

American College Health Association’s (ACHA)

National College Health Assessment. While these

surveys report also on violent consequences of

alcohol and other drug use, bear in mind that

these associated behaviors are not the only

causes of violence. 

While no study captures the full scope of

violence on U.S. campuses, several studies document different forms of violence—hazing, sexual

assault, dating violence, hate crimes—which are

summarized in the Higher Education Center’s

Preventing Violence and Promoting Safety in

Higher Education Settings: Overview of a

Comprehensive Approach. This publication is a

valuable resource to address student violence,

articulating in greater detail many of the

concepts outlined here.

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Preventing High-risk

Behaviors: What Works?

A Comprehensive Approach

Once a campus has gained a sense of the

specific problems it faces when it comes to

alcohol and other drug abuse and violence,

what does it need to address them? In

answering this question it is critical to understand the factors that contribute to high-risk

and illegal substance use and violence among

college students. As with many health and safety

problems, these factors are many, complex, and

varied. They range from individual and interpersonal factors to those at the institutional,

community, and public policy levels. Given this

complexity, it is safe to assume these problems

cannot be solved by a single model, approach, or

program—and certainly not by a person in isolation. Therefore, effective prevention planners

address issues at several levels, using a comprehensive approachand a variety of vehicles and

partners to achieve change—a campus task force,

a campus and community coalition, and other key

stakeholders. 

Environmental Management 

While campus-based prevention efforts have

tended to focus on the individual and interpersonal levels, such education activities aimed at

changing individual student behavior and

• Alcohol and Other Drugs on Campus—

The Scope of the Problem

• Preventing Violence and Promoting 

Safety in Higher Education Settings: 

Overview of a Comprehensive Approach

• Secondary Effects of Heavy Drinking on 

Campus

• Sexual Violence and Alcohol and Other 

Drug Use on Campus

• Interpersonal Violence and Alcohol and 

Other Drug Use

Key Higher Education Center

Publications

• Environmental Management: 

A Comprehensive Strategy for 

Reducing Alcohol and Other Drug 

Use on College Campuses

• Environmental Management: 

An Approach to Alcohol and Other Drug 

Prevention

• Preventing Violence and Promoting 

Safety in Higher Education Settings: 

Overview of a Comprehensive Approach

Key Higher Education Center

Publications

The U.S. Department of Education’s Higher

Education Center outlines five strategies to

address problems that contribute to alcohol

and other drug abuse in a typical campus environment:

1. Offer alcohol-free social, extracurricular, 

and public service options;

2. Create a health-promoting normative 

environment;

3. Limit alcohol availability;

4. Restrict the marketing and promotion of 

alcoholic beverages both on and off campus; and

5. Develop and enforce campus AOD policies 

and increase enforcement of local, state, 

and federal laws. 

Five Strategies for

Environmental Management

Continued on page 4
Becoming conversant with and encouraging

fellow collaborators to read these two reports

will prove invaluable in student alcohol abuse

prevention efforts. Summarized on the Higher

Education Center’s Web site, these reports underscore the need to tackle alcohol use in a

comprehensive manner using evidence-based

environmental management approaches to

address the range of factors that promote or

deter high-risk and illegal alcohol use, and

using evaluation to assess program progress

and achievements. In the area of violence

prevention, environmental management is also

consistent with proven practices of community

policing and other public health approaches to

violence. 

When applying a comprehensive, environmental management approach to addressing

student alcohol and other drug abuse or

violence, efforts should be both coordinated and

synergistic so that program components

complement and reinforce each other. For

instance, messages promoted across program

elements should be consistent, avoiding contradiction. Similarly, a key target audience is best

reached using multiple media and vehicles, as

opposed to employing a single medium, such as

posters, radio PSAs, or e-mail. 

Additionally, prevention efforts need critical

infrastructure—staff resources, administrative

leadership, and a dedicated budget to ensure

efforts are institutionalized and enduring. A

close and fruitful collaboration with multiple

campus constituencies will help institute these

necessary components. The Higher Education

Center’s publication Building Long-Term

Support for Alcohol and Other Drug

Prevention Programs addresses some of the

challenges to creating an adequate infrastructure for prevention. 

Pinpointing Solutions: 

Plan Strategically

A comprehensive, environmental management

approach to prevention depends on a process to

result in effective prevention efforts. Each

campus is unique, with its own variety of AODV

issues. Some campus-based efforts have rushed

to select prevention activities before engaging in

a thorough process to ensure they are appropriate and science-based and will result in an

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Underlying the entire strategic planning

process is evaluation, the cornerstone to strong

prevention planning, analysis, and improvement. Engaging in these steps will ensure that

efforts are targeted to meet a campus’s needs

and problems, as documented by local data,

and that they are research-based, drawing on

research literature and theory. The Higher

Education Center offers tools and resources to

strengthen strategic planning and evaluation

to guide sound prevention programming. 

Federal Mandates

In addition to prevention planning and implementation for the sake of a safer, healthier

campus and community, federal mandates

require action on the part of colleges and

universities. 

Drug-Free Schools and Campuses

Regulations

Education Department General Administrative

Regulations, Part 86, the Drug-Free Schools

and Campuses Regulations, requires all IHEs

receiving federal funds to certify they have

adopted and implemented a program to prevent

the unlawful possession, use, or distribution of

illicit drugs and alcohol by students and

employees.2 Failure to comply with the regulations may cause an institution to forfeit eligibility for federal funding.3 Part 86 compliance

requires institutions to: 

1. Annually notify each employee and student, 

in writing, of standards of conduct; sanctions for violation of laws and campus 

policy; a clear statement that the IHE will 

impose disciplinary sanctions; AOD health 

risks; and available treatment programs.

2. Develop a sound method for distributing 

this annual notification information to 

every student and staff member each year.

3. Prepare a biennial report on the effectiveness of its AOD programs and the consistency of sanctions and enforcement.

More information regarding Part 86 can be found

in the Higher Education Center’s publication

Complying With the Drug-Free Schools and

Campuses Regulations [EDGAR Part 86]: A

Guide for University and College Administrators

and on its Web site.

outcome that will solve their specific problems.

A sounder approach first determines the desired

outcomes and then identifies activities likely to

achieve them. 

A sound prevention planning process is

grounded in the principles of strategic planning,

a systematicprocess involving identifying and

analyzing the problem, identifying goals

and objectives, selecting evidence-based

strategies, and then selecting activities based

on the readiness of a campus to move forward

with prevention programming and policies. A

readiness assessment will determine the willingness and commitment of the community to

create change around identified problems.

The U.S. Department of Education's Office of

Safe and Drug-Free Schools promotes principles of effectiveness for prevention programs,

as codified in the No Child Left Behind Act of

2001. A subset of the principles of effectiveness that are most applicable to institutions of

higher education (IHEs) can be summed up

as follows:

• Design programs based on a thorough 

needs assessment of objective data.

• Establish a set of measurable goals and 

objectives linked to identified needs.

• Implement prevention activities that 

research or evaluation have shown to be 

effective in preventing high-risk drinking 

or violent behavior.

• Use evaluation results to refine, improve, 

and strengthen the program and refine 

goals and objectives as appropriate.

Principles of Effectiveness for

Prevention Programs

Instead of asking, “What are we going to

do?” ask, “What are we trying to change?”

Key Questions to Explore:

• What is the problem we want to solve?

• How do we envision proposed efforts will 

solve these problems?

• What evidence exists that these efforts will 

work?

Avoiding the “Activity Trap”

Continued on page 5
Annual National Meeting on 

Alcohol and Other Drug Abuse and

Violence Prevention in Higher Education

The National Meeting on Alcohol and Other

Drug Abuse and Violence Prevention in Higher

Education of the U.S. Department of

Education’s Office of Safe and Drug-Free

Schools is the foremost annual conference on

substance abuse and violence problems in

colleges and universities. It is an invaluable

resource for learning about innovative and

science-based programs, discovering an array of

resources and organizations to help meet

prevention goals, and meeting peers. To make

attendance a priority, a dean or other superior

should budget the necessary funds for the

prevention coordinator’s participation. 

***

The role of a prevention coordinator addressing

problems of alcohol and other drug abuse and

violence on campus is significant and challenging. There is a strong body of research literature and excellent resources to support

prevention coordinators as they gather data,

build coalitions, and embark upon a comprehensive prevention program. 

Helen Stubbs is an associate director for the

Higher Education Center for Alcohol and

Other Drug Abuse and Violence Prevention.

References

1. Task Force of the National Advisory Council on Alcohol 

Abuse and Alcoholism, National Institute on Alcohol 

Abuse and Alcoholism. A Call to Action: Changing the 

Culture of Drinking at U.S. Colleges (Washington, D.C.: 

National Institutes of Health, 2002).

2. Education Department General Administrative 

Regulations, Sec. 86.1, titled “What is the purpose of 

the Drug and Alcohol Abuse Prevention regulations?” and 

20. U.S.C. 1145g.

3. Education Department General Administrative 

Regulations, Sec. 86.301, titled “What actions may the 

Secretary take if an IHE violates this part?” 

Clery Act of 1990

The Clery Act of 1990 is a federal law requiring

institutions to report security policies and

annual statistics related to crime in and around

their campuses. All campuses receiving federal

funds for student financial aid are required to

report these data, including information

regarding sexual assault policies, the law

enforcement authority of campus police, and

where students should report crimes. The Web

site of Security on Campus has more information regarding the Clery Act and its requirements (see Resources).

Connecting With Others

Being a prevention coordinator on

campus is at its best both very rewarding and

very challenging. The best work in building a

safer, healthier campus environment will come

from working with peers to provide mutual

counsel, encouragement, and mentorship.

Several mechanisms offer access to networks that

provide advice, resources, and peer assistance.

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Campus Prevention Consortia and

Statewide Initiatives

Many colleges and universities have formed

prevention consortia to share experiences,

resources, and materials on the basis of

regional or common interest. To investigate the

existence of a regional prevention consortium,

contact AOD coordinators on other nearby

campuses, the state department of education,

department of public health, or alcoholic

beverage control agency. Many statewide

consortia are featured on the Higher Education

Center’s Web site. Information regarding

violence prevention consortia in particular can

be obtained by contacting the state sexual

assault or domestic violence organization.

The Network Addressing Collegiate

Alcohol and Other Drug Issues

Approximately 1,600 colleges and universities

are members of the Network, committing to a

set of standards aiming to reduce collegiate

alcohol and other drug abuse problems.

Established in 1987 by the U.S. Department of

Education, the Network develops collaborative

AOD prevention efforts through electronic information exchange, printed materials, and sponsorship of national and state activities and

conferences. Each Network member has a

regional campus contact who helps determine

Network activities. 

Electronic Mailing Lists

One way to engage directly with peers, learning

about their efforts and news from the field, is

through electronic mailing lists, such as

HEC/News of the Higher Education Center; the

Drug Abatement Research Discussion mailing

list (or Drughied); and those of the National

Association of Student Personnel Administrators’

AOD Knowledge Community, Student Health

Services, and Security on Campus. While some

lists enable discussion, others deliver information in a one-way fashion. More information

regarding electronic membership in AOD and

violence groups can be found by visiting the

Information & Assistance and Violence links on

the home page of the Higher Education

Center’s Web site. 

• Strategic Planning for Prevention 

Professionals on Campus [In review.]

• Evaluating Environmental 

Management Approaches to Alcohol and 

Other Drug Abuse Prevention

• Safe Lanes on Campus: A Guide for 

Preventing Impaired Driving and 

Underage Drinking

• Annotated Bibliography of Alcohol, Other

Drug, and Violence Prevention 

Resources 2001–2005

• Alcohol and Other Drug Prevention on 

College Campuses: Model Programs

• Experiences in Effective Prevention: The 

U.S. Department of Education’s Alcohol 

and Other Drug Prevention Models on 

College Campuses Grants

• Building Long-Term Support for Alcohol 

and Other Drug Prevention Programs 

Key Higher Education Center

Publications

See Resources on following pages
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6 http://www.higheredcenter.org

Resources

Office of Safe and Drug-Free

Schools (OSDFS)

U.S. Department of Education

http://www.ed.gov/osdfs; 202-260-3954

OSDFS supports efforts to create safe schools,

respond to crises, prevent alcohol and other

drug abuse, ensure the health and well-being of

students, and teach students good character and

citizenship. The agency provides financial assistance for drug abuse and violence prevention

activities and activities that promote the health

and well-being of students in elementary and

secondary schools and IHEs. OSDFS participates

in the development of Department program

policy and legislative proposals and in overall

administration policies related to drug abuse

and violence prevention. 

The U.S. Department of

Education’s Higher Education

Center for Alcohol and Other

Drug Abuse and Violence

Prevention

http://www.higheredcenter.org; 1-800-676-1730;

TDD Relay-friendly, Dial 711

The U.S. Department of Education’s Higher

Education Center for Alcohol and Other Drug

Abuse and Violence Prevention has a wealth of

materials and resources to support prevention

efforts. As the nation’s primary resource center for

AODV prevention professionals at U.S. colleges and

universities, the Higher Education Center offers an

integrated array of services to help campuses and

communities identify problems; assess needs; and

plan, implement, and evaluate AODV prevention

programs. Services include training; technical

assistance; publications; support for the Network

Addressing Collegiate Alcohol and Other Drug

Issues; and evaluation activities. The Higher

Education Center’s publications are free and can

be downloaded from its Web site.

CampusHealthandSafety.org 

http://www.campushealthandsafety.org; 

no telephone number

CampusHealthandSafety.org, created by the

Center for College Health and Safety (CCHS), is

a resource for prevention professionals

concerned with reducing high-risk drinking,

other drug use, and violence among college

students. The environmental management

approach is infused throughout the site, with a

large section devoted to detailing this approach.

The site has more than 700 articles of relevant

research, references, resources, and Web sites. 

National Clearinghouse for

Alcohol and Drug Information

(NCADI)

http://ncadi.samhsa.gov; 1-800-729-6686

NCADI is the information service of the federal

Center for Substance Abuse Prevention. NCADI

is the largest resource clearinghouse for

substance abuse information and materials,

with publications and other materials from

federal agencies (e.g., study reports, surveys,

guides, videocassettes), many of which are free

of charge. 

National Institute on Drug

Abuse (NIDA)

http://www.nida.nih.gov; 301-443-1124

NIDA's mission is to lead the nation in bringing

the power of science to bear on drug abuse and

addiction through providing strategic support

and conduct of research and ensuring the rapid

and effective dissemination and use of the

results to improve prevention, treatment, and

policy as it relates to drug abuse and addiction.

NIDA offers fact sheets on various illicit drugs,

which can be viewed at

http://www.drugabuse.gov/drugpages. 

National Sexual Violence

Resource Center (NSVRC)

http://www.nsvrc.org; 1-877-739-3895 

NSVRC serves as an information clearinghouse,

provides information and technical assistance

to prevent sexual violence, and identifies

emerging policy and research needs to support

the intervention and prevention of sexual

violence. The Web site includes campus-specific

resources.

The Network Addressing

Collegiate Alcohol and Other

Drug Issues

http://www.thenetwork.ws; see Web site for 

telephone contacts by region

The Network Addressing Collegiate Alcohol and

Other Drug Issues (Network) is a national

consortium of colleges and universities formed

to promote healthy campus environments by

addressing issues related to alcohol and other

drugs. Developed in 1987 by the U.S.

Department of Education, the Network

comprises member institutions that voluntarily

agree to work toward a set of standards aimed

at reducing AOD problems at colleges and

universities. It has approximately 1,600

members nationwide. 

National Institute on Alcohol

Abuse and Alcoholism’s College

Drinking—Changing the Culture

http://www.collegedrinkingprevention.gov; 

no telephone number

In 2002, NIAAA’s Task Force on College

Drinking published the report A Call to Action:

Changing the Culture of Drinking at U.S.

Colleges. The report reveals new findings on the

extent and nature of the problem, reviews the

current research literature, and provides guidance on effective programs and policies. The

accompanying Web site provides reports, tools,

features, and content directed to numerous

campus constituencies in their alcohol abuse

prevention work.
This publication was funded by the Office of

Safe and Drug-Free Schools at the U.S.

Department of Education under contract

number ED-04-CO-0137 with Education

Development Center, Inc. The contracting

officer’s representative was Richard Lucey, Jr. The content of

this publication does not necessarily reflect the views or policies of the U.S. Department of Education, nor does the

mention of trade names, commercial products, or organizations imply endorsement by the U.S. government. This publication also contains hyperlinks and URLs for information

created and maintained by private organizations. This information is provided for the reader’s convenience. The U.S.

Department of Education is not responsible for controlling or

guaranteeing the accuracy, relevance, timeliness, or

completeness of this outside information. Further, the inclusion of information or a hyperlink or URL does not reflect the

importance of the organization, nor is it intended to endorse

any views expressed, or products or services offered.

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Security on Campus, Inc.

http://www.securityoncampus.org; 1-888-251-7959

Security on Campus, Inc. (SOC), is a nonprofit

grassroots organization dedicated to fostering

safe campus environments. SOC educates

students, parents, and others about the prevalence of campus crime and assists victims with

legal information, advocacy organizations,

counsel, and other resources. SOC also provides

guidance regarding compliance with the Clery

Act of 1990 and other federal laws. 

StopHazing.org

http://www.stophazing.org; no telephone number

Established in 1992, StopHazing.org is a Webbased resource committed to providing students,

parents, and educators with resources and upto-date statistics on the problem of hazing in

the United States. The site lists books, articles,

and hazing prevention programs.

Stop the Hate

http://www.stophate.org/stophate; no telephone

number

The Association of College Unions International

created the Stop the Hate initiative to provide

training and other resources to aid colleges in

addressing hate and bias-related crimes and

incidents.

Notes
Our Mission

The mission of the U.S. Department of Education’s

Higher Education Center for Alcohol and Other Drug

Abuse and Violence Prevention is to assist institutions of

higher education in developing, implementing, and

evaluating alcohol, other drug, and violence prevention

policies and programs that will foster students’ academic

and social development and promote campus and

community safety.

How We Can Help

The U.S. Department of Education’s Higher Education Center offers an integrated array of 

services to help people at colleges and universities adopt effective AOD prevention strategies:

• Training and professional development activities

• Resources, referrals, and consultations

• Publication and dissemination of prevention materials

• Support for The Network Addressing Collegiate Alcohol and Other Drug Issues

• Assessment, evaluation, and analysis activities

Get in Touch

Additional information can be obtained by contacting:

The Higher Education Center for 

Alcohol and Other Drug Abuse and Violence Prevention

Education Development Center, Inc.

55 Chapel Street

Newton, MA 02458-1060

Web site: http://www.higheredcenter.org

Phone: 1-800-676-1730; TDD Relay-friendly, Dial 711

E-mail: HigherEdCtr@edc.org

Funded by the U.S. Department of Education