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Student Learning Outcomes

Student Learning Outcomes

Health Services has identified two learning outcomes which map to the student learning outcomes identified as the core components of the UMD Assessment Program.  They are:

1. Leadership skills

SLO 9 – Apply life skills to succeed in college and beyond.

UMD Health Services offers two Peer Educator student groups - one with an emphasis on sexual health, and the other with an emphasis on alcohol and other drugs.  Both student groups provide presentations to UMD Seminar classes, on campus,  in the residence halls and Kirby Student Center.  We aim to provide peer educators with knowledge in their respective areas; skills in program development and evaluation; and presentation (public speaking) skills with the intent that all of these skills may be transferable to their professions post-graduation.  

Peer Educators will be provided with a Learning Outcomes Reflection Guide at the beginning of fall semester with prompts in the areas of Leadership, Knowledge, Public Speaking, and their personal role in the group.   The exercise is intended to guide them in self-reflection on their current skill level, and to assist them in establishing personal goals for the semester.  At the conclusion of fall semester, they will be asked to participate in a written post semester reflection assessing what of their understanding has changed and how they view themselves as a leader.

Peer Educator Learning Outcomes Reflection Guide

Use the following prompts to guide your reflections:

Leadership (preparation, performance, organization, initiative, adaptability, ability to give/receive constructive feedback)

 Knowledge (what do you think you know about alcohol/drugs, what would you like to know, what have you learned)

 Public Speaking (tone, appropriateness, confidence, relatability, energy (enjoyment), knowing your audience)

 Your niche in the group (organizer, contributor of facts/research, presenter, motivator)

Pre Semester Reflection/New members

As you begin your experience as a peer educator, what do you know?  Consider the prompts above as you evaluate your current place on the continuum of learning.

 Post Semester Reflection

What do you know now?  What of your understanding has changed?  What do you walk away knowing about yourself as a leader and these processes?  What didn’t you know before?

 Advisers of the Peer Educators will meet with each student individually at the conclusion of fall semester to discuss their goals in depth and provide feedback.  Advisers will look for reoccurring themes to guide training for the following semester.    


2. Risk Reduction

SLO 4 - Use ethical reasoning to make informed and principled choices.

SLO 9 - Apply life skills to succeed in college and beyond.

In a survey of UMD undergraduates in 2009, 990 student respondents indicated the number one reason they did not assist someone suffering from alcohol overdose by calling for medical help was that they did not recognize the situation as a medical emergency. The second reason listed was that they did not want to get a fellow student in trouble. The programming alcohol peer educators are providing addresses the responsibility and expectation of students by the university to assist in these situations and gives them practical and factual information to make decisions by. Students are educated on the signs of alcohol overdose and of the state law, Medical Amnesty which provides immunity for underage consumption of alcohol for the intoxicated individual, the student who makes the call for medical assistance, and one other individual on the scene. 

Student understanding of alcohol overdose will be evaluated at the conclusion of classroom presentations using a paper/pencil survey. 

One of the questions students will be asked is “identify two signs of alcohol overdose”.  Responses will be tabulated and reported on at the conclusion of fall semester. 

In the fall of 2015, approximately 23 classroom presentations were provided to UMD Seminar classes on alcohol risk reduction.  From these presentations, 130 evaluations were collected.  Of these 130 evaluations, 95% could identify 2 signs of alcohol poisoning.  100% could name one sign.  Data collected included the symptoms identified by the students as indicators of alcohol poisoning. They are as follows:

68% identified "unresponsiveness".  In our presentations, we encourage students to utilize this symptom as a primary identification for needed medical assistance.  This year, we included instructions for how to administer a sternum rub as a means of determining responsiveness.  We view the listing of this symptom by such a large percentage of students as a success.

52% identified vomiting

36% identified irregular breathing

8% identified a change skin color

8% identified sweating

Results of the evaluations were shared with the Alcohol Peer Educators at the first meeting of the Spring Semester.   The Director of Health Services was informed of the data collection/results and information was shared with Health Services staff at the annual fall staff meeting when learning outcomes for the past academic year are discussed and goals/outcomes for the next year are presented. 

We will continue with this goal as written as a way of meeting the need for alcohol risk reduction programming, specifically with regards to alcohol poisoning, with each incoming freshman class.  

Upon fall move-in weekend, we provide all residence hall and campus apartments with refrigerator magnets that list the signs of alcohol poisoning.  This efforts supports the classroom presentation and has been demonstrated to be effective as a reminder to students in a medical emergency.