TY - JOUR
T1 - Addressing college drinking through curriculum infusion
T2 - A study of the use of experience-based learning in the communication classroom
AU - Lederman, Linda
AU - Stewart, Lea P.
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 [email protected]
PY - 2007/10
Y1 - 2007/10
N2 - 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.
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.
KW - College drinking
KW - Curriculum infusion
KW - Social norms
KW - Socially situated experiential learning
UR - http://www.scopus.com/inward/record.url?scp=34548356915&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=34548356915&partnerID=8YFLogxK
U2 - 10.1080/03634520701531464
DO - 10.1080/03634520701531464
M3 - Article
AN - SCOPUS:34548356915
SN - 0363-4523
VL - 56
SP - 476
EP - 494
JO - Communication Education
JF - Communication Education
IS - 4
ER -