Addressing college drinking through curriculum infusion: A study of the use of experience-based learning in the communication classroom

Linda Lederman; Lea P. Stewart; Travis L. Russ

doi:10.1080/03634520701531464

Addressing college drinking through curriculum infusion: A study of the use of experience-based learning in the communication classroom

Linda Lederman, Lea P. Stewart, Travis L. Russ

Human Communication, Hugh Downs School of

Research output: Contribution to journal › Article › peer-review

14 Scopus citations

Abstract

This study examined whether the use of a norms-based simulation in a communication class can influence students' misperceptions about college drinking. Participants (N=462) were enrolled in two undergraduate communication courses: one in which the simulation was used and another that served as a control. Results indicated that participating in the simulation resulted in a decrease in beliefs about college drinking myths; moreover, students' perceptions of social drinking norms were related to their actual drinking behaviors. Findings indicated that the campus atmosphere and social networks promoted alcohol consumption. Results support using a norms-based simulation to provide information about dangerous drinking behaviors while at the same time teaching relevant communication principles.

Original language	English (US)
Pages (from-to)	476-494
Number of pages	19
Journal	Communication Education
Volume	56
Issue number	4
DOIs	https://doi.org/10.1080/03634520701531464
State	Published - Oct 2007

Keywords

College drinking
Curriculum infusion
Social norms
Socially situated experiential learning

ASJC Scopus subject areas

Communication
Education
Language and Linguistics

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10.1080/03634520701531464

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title = "Addressing college drinking through curriculum infusion: A study of the use of experience-based learning in the communication classroom",

abstract = "This study examined whether the use of a norms-based simulation in a communication class can influence students' misperceptions about college drinking. Participants (N=462) were enrolled in two undergraduate communication courses: one in which the simulation was used and another that served as a control. Results indicated that participating in the simulation resulted in a decrease in beliefs about college drinking myths; moreover, students' perceptions of social drinking norms were related to their actual drinking behaviors. Findings indicated that the campus atmosphere and social networks promoted alcohol consumption. Results support using a norms-based simulation to provide information about dangerous drinking behaviors while at the same time teaching relevant communication principles.",

keywords = "College drinking, Curriculum infusion, Social norms, Socially situated experiential learning",

author = "Linda Lederman and Stewart, {Lea P.} and Russ, {Travis L.}",

note = "Funding Information: Linda C. Lederman (Ph.D. 1979, Rutgers University) is Dean of Social Sciences and a professor of human communication at the Hugh Downs School of Human Communication at Arizona State University. Lea P. Stewart (Ph.D., Purdue University, 1979) is a professor in the Department of Communication at Rutgers University. Travis L. Russ (Ph.D., Rutgers University, 2006) is an assistant professor in the School of Business Administration at Fordham University. The writing of this paper was supported in part by a grant from the U.S. Department of Education Office of Safe and Drug-Free Schools (Q184H050084) and by the National Institute on Drug Abuse (DA 017552) as part of the Rutgers Transdisciplinary Prevention Research Center. Linda C. Lederman can be contacted at linda.lederman@asu.edu",

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AU - Russ, Travis L.

N1 - Funding Information: Linda C. Lederman (Ph.D. 1979, Rutgers University) is Dean of Social Sciences and a professor of human communication at the Hugh Downs School of Human Communication at Arizona State University. Lea P. Stewart (Ph.D., Purdue University, 1979) is a professor in the Department of Communication at Rutgers University. Travis L. Russ (Ph.D., Rutgers University, 2006) is an assistant professor in the School of Business Administration at Fordham University. The writing of this paper was supported in part by a grant from the U.S. Department of Education Office of Safe and Drug-Free Schools (Q184H050084) and by the National Institute on Drug Abuse (DA 017552) as part of the Rutgers Transdisciplinary Prevention Research Center. Linda C. Lederman can be contacted at linda.lederman@asu.edu

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AB - This study examined whether the use of a norms-based simulation in a communication class can influence students' misperceptions about college drinking. Participants (N=462) were enrolled in two undergraduate communication courses: one in which the simulation was used and another that served as a control. Results indicated that participating in the simulation resulted in a decrease in beliefs about college drinking myths; moreover, students' perceptions of social drinking norms were related to their actual drinking behaviors. Findings indicated that the campus atmosphere and social networks promoted alcohol consumption. Results support using a norms-based simulation to provide information about dangerous drinking behaviors while at the same time teaching relevant communication principles.

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KW - Social norms

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Addressing college drinking through curriculum infusion: A study of the use of experience-based learning in the communication classroom

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Keywords

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