TAKING ACTION ON YOUR CAMPUS
As you begin to consider tobacco prevention program and policy
ideas for your campus you will need to think strategically
to ensure that the actions you take will achieve your goals.
This section outlines a five-step process to guide you from
the beginning stages of identifying problems to evaluating
results.
Every campus is unique and the exact process of change will
vary from school to school.
Some movement back and forth between steps will be necessary.
What follows is a basic roadmap designed to help you maximize
your efforts, conserve resources, and achieve your desired
results in a timely manner.
Key steps:
- Conduct a Problem Analysis
- Set Goals and Objectives
- Select Strategies
- Implement Change
- Evaluate Efforts
Other issues to consider during
the strategic planning process include:
Five key steps to taking action:
1. Conduct a Problem Analysis
Conducting a problem analysis is the first critical step in
addressing tobacco use on your campus. The goal of problem
analysis—also called needs assessment, environmental
scanning, or formative research—is to learn as much
as possible about tobacco use, perceptions, and programs and
policies on your campus in order to develop effective prevention
strategies that match the needs of your school.
Taking a comprehensive look at tobacco use and prevention
on your campus will help you to identify needs, wants, allies,
resources, and barriers. This is also the time to look beyond
your campus to learn the basic College
Tobacco Facts, review recommended campus tobacco prevention
policies and models (see Comprehensive
Prevention Model), and find out what other campuses are
doing with respect to tobacco prevention (see Campus
Examples).
Some key problem analysis tasks include estimating the percentage
of students who use tobacco, gauging student perceptions about
how many of their peers smoke, identifying all current campus
tobacco prevention policies, programs, and resources, familiarizing
yourself with state and local tobacco laws, and connecting
with campus groups and individuals with an interest in tobacco
issues.
Some common problem analysis tasks include: reviewing existing
records such as campus tobacco policies; accessing data from
student surveys conducted by health services or other school
offices to estimate campus smoking rates; and researching
current and proposed state and local tobacco laws, such as
smoke-free workplace legislation, that could apply to your
campus. Other approaches involve conducting interviews or
focus groups with key campus personnel or student groups to
determine campus climate with respect to tobacco issues.
A key strength of conducting a problem analysis is to ensure
that the steps you take meet the actual needs of your campus.
Without conducting a needs assessment, your efforts may be
misguided, leading to wasted time and energy. For example,
your campus may prohibit smoking in residence halls, yet you
know that smoking is still a problem in some dorms. Your initial
reaction may be to strengthen sanctions for violations, yet
problem analysis reveals that the current sanctions are clear
and appropriate. Further research indicates that the many
small dorms on campus are in full compliance with the smoking
ban and that the smoking problem is confined to the large
multiplex dorm. In discussions with resident assistants you
learn that the personalized approach to enforcement that works
well in the smaller dorms does not work in the large dorm
setting. Instead of increasing sanctions for violations, your
efforts would be best focused on finding a more workable approach
to enforcement in the large dorm setting.
Each campus is different and problem analysis approaches
will vary. In some cases it may be possible to conduct a very
extensive and systematic data collection process that taps
a wide range of sources. Under these circumstances you may
be one of a group of people that shares the problem analysis
research tasks. Your work may culminate in a written report
to be reviewed by all key stakeholders.
Alternately, your situation may call for a more informal
approach that you carry out single-handedly. One or two people
can gather a great deal of useful information in a limited
period of time. Either way, be sure to tap as many sources
as possible.
In summary, problem analysis is an essential first step toward
taking tobacco prevention action on your campus. It can help
you identify priority issues, plan more effectively, and decide
where you need to concentrate your efforts. A careful problem
analysis will give you the facts and understanding you need
to make your case for tobacco prevention initiatives on your
campus. It can help you find allies, anticipate potential
barriers, build alliances, and utilize existing resources.
It provides a strong foundation from which to select goals,
objectives, and strategies.
Some key questions to consider in the problem
analysis stage:
- What are the tobacco use rates and trends on your campus?
How do they compare with those on other campuses?
- What are student attitudes and perceptions related to
tobacco use? Do students have an exaggerated perception
of the number of students who smoke?
- What are the current campus tobacco policies and enforcement
strategies? Are current policies enforced? By whom?
- What tobacco prevention programs and services are available
on campus? Are they publicized? Are they being utilized?
- How do your school’s tobacco prevention programs
and services compare with other schools in your area? Nationally?
- Who is interested in tobacco prevention/policy-making
on campus?
- What resources are available to address campus tobacco
issues?
- What state or local laws exist related to smoking? Is
your campus in compliance?
Key resources to consider in conducting problem
analysis research on campus:
- Existing campus records such as written policies, results
of student surveys, health services department records.
- Key informants, such as personnel from Health Services,
Facilities, Residence Life, Risk Manager/Legal Affairs,
Admissions, Campus Law Enforcement, and student government.
Try to gather input from all key stakeholders.
- Focus groups with students or faculty/staff/administrators.
- State and local laws.
- A survey you conduct on campus. A simple online survey
is a cheap, fast, and efficient way to gather input from
members of the campus community, especially students.
Problem analysis links and resources:
American
College Health Association. “National College Health
Assessment.”
California
Youth Advocacy Network. "CYAN College Assessment: Campus
Survey."
California
Youth Advocacy Network. "Faculty/Staff Behaviors, Attitudes,
and Perceptions Regarding Tobacco on Campus."
California
Youth Advocacy Network. "Students' Behaviors, Attitudes,
and Perceptions Regarding Tobacco on Campus."
College
Alcohol Risk Assessment Guide
Community
Tool Box. “Analyze Problems and Goals”
Education
Devlopment Center. “Survey of Tobacco Control at Vermont
Institutions of Higher Education.”
Oetting E, Donnermeyer J, Plested B, Edwards R, Kelly
K, and Beauvais F.
“Assessing Community Readiness for Prevention.”
The International Journal of the Addictions. 30:6
(1995);659-683.
Return to Key Steps
2. Set Goals and Objectives
Once you have conducted a thorough problem analysis, the next
step is to set your campus tobacco prevention goals and objectives.
There are often many possible choices. For this reason it
is advisable to get input from others on campus, either informally
or as part of a working group, as you complete the goal- and
objective-setting process.
Start by setting broad goals that will match the needs, wants,
priorities, and resources of your campus. Goals are broad
statements about expected results that provide clear program
direction. “Becoming a smoke-free student body”
is an example of a broad goal. Other broad goals might involve
making all dormitories smoke-free, decreasing exposure to
secondhand smoke, or increasing the number of students who
successfully quit smoking. The knowledge you gained during
the problem analysis stage plus continuing input from others
who share your interest in campus tobacco prevention will
help assure that the goals you set are realistic and appropriate
for your campus at this time.
Next, set your objectives. Objectives are the specific, measurable
interim steps toward achieving your broad goals. Each objective
is linked with one particular goal. For example “decrease
the percentage of students who smoke cigarettes by 10% during
the next 18 months” is a specific and measurable objective
toward the broad goal of “becoming a smoke-free student
body.” Often there will be more than one objective associated
with each broad goal.
When possible, objectives should be specified in numerical
terms that describe anticipated increases or decreases in
certain actions or behaviors. For example, “the social
norms campaign will decrease misperceptions about inflated
student smoking rates by 25% …”
Objectives must be established before the new program
or policy is put into place and, when possible, should apply
to a specified time period. Make sure that the time frame
you select is linked to the frequency of data collection.
For example, it would be difficult or impossible to measure
the effectiveness of an objective to decrease misperceptions
about inflated student smoking rates by 25% within the next
six months if social norms data is collected only at 12-month
intervals.
The objectives you set at this stage will become the outcome
measures used to determine the success of your efforts during
the evaluation phase. Now is the time to begin formulating
your evaluation plan by thinking through exactly how you will
measure each objective. You may wish to involve an experienced
faculty member or other expert to guide you with this process.
In summary, use your problem analysis research, in consultation
with others on campus, to set your goals and objectives. Consider
what other similar campuses have achieved to ensure that your
goals and objectives are realistic. Be sure that your objectives
are as specific and measurable and possible. The goals and
objectives you specify will drive the next key steps of formulating
and selecting effective strategies, implementation and evaluation.
Choose them carefully.
Some key points:
- Goals should be broad, yet realistic and appropriate for
your campus at this time.
- Each goal should be linked to one or more objectives.
- Objectives should give a clear indication of what changes
are planned.
- Objectives should be measurable and specified in numerical
terms when possible.
- Before you set an objective, think about how you will
measure it. Be realistic. If, for example, you do not have
the means to measure a percentage change in your outcome
of interest, it is better to set a less specific objective
that you can estimate in some way.
- Objectives should apply to a specified period of time.
- Your objectives will become the outcome measures you use
to measure success or failure during evaluation phase.
- Make a list of all possible obstacles that may interfere
with achieving your goals and objectives.
- Consult with key campus stakeholders as you make decisions
about goals and objectives.
Goals and objectives links and resources:
American
Cancer Society’s Smoke-Free New England Campus Initiative.
Advocating for a Smoke-Free Campus: A Manual for College
and University Students.
Chapter 2: “Timeline.” 2001.
HealthyPeople
2010 Toolkit. “Setting Health Priorities and Establishing
Objectives”
Centers
for Disease Control and Prevention.
"Planned Approach to Community Health Guide."
Return to Key Steps
3. Select Strategies
The third key step to addressing tobacco use on your campus
is to select strategies for accomplishing your goals and objectives
and develop a detailed plan of action. Consult the research
literature to identify promising science-based prevention
strategies that will meet your needs.
Review the case studies and case study briefs in our Campus
Examples section for strategy ideas that have been put
into action on campuses around the country. For example, mounting
a social norms marketing campaign is a popular strategy for
achieving goals and objectives related to decreasing the percentage
of students with inflated perceptions about campus smoking
rates.
Check in with key stakeholders to select strategies that
will work on your campus. Brainstorm about possible unintended
consequences and ways to avoid them.
Develop an action plan that lists all of the tasks that must
be completed to put the strategies you choose into place.
For example, some of the tasks commonly associated with a
social norms marketing campaign include administering a survey,
developing and testing campaign messages, designing and printing
ads and posters, distributing posters, and conducting research
to evaluate the impact of the campaign.
For each task, think through who will be responsible
for doing the work. Establish a timeline that determines when
the work will start and stop, and when necessary, how
you will pay for it. Make a checklist that includes each of
these components.
Before you finalize your action plan think in practical terms
about how you will evaluate the success of the strategies
you have chosen. This will help ensure that you have the time
and resources you need to carry out an effective evaluation.
In summary, your action plan lays out the strategies and
specific related tasks you will implement to reach your goals
and objectives. Use a checklist to document key tasks indicating
what will happen, who will do it, when it will happen, and
needed resources. You may also want to develop a calendar
of key dates to distribute and perhaps post outside your office
to keep everyone involved in implementing the plan on track.
Your action plan should be tailored to the needs, wants, and
climate of your campus. Solicit input about the plan from
key stakeholders before it is finalized, approved and put
into action. Take the time now to think about how you will
evaluate the impact of the actions you are planning.
Some key questions to consider when selecting
strategies and developing an action plan:
- Will the proposed changes help you reach your stated goals
and objectives?
- What actual tasks will need to be taken to implement the
proposed changes?
- What level of support (e.g., financial, personnel) will
be necessary to carry out these changes? See the case studies
in the Campus
Examples section of this website for examples of successful
projects completed with limited funds.
- Is official approval of the plan necessary before the
plan can be put into action? Who has the authority to approve
policy or program changes? Who else should be consulted
about the proposed changes?
- What groups will need to be involved in the change process
(e.g., Residential Life, Buildings and Grounds, Health Services)?
What will they be asked to do?
- What are the possible unintended consequences of these
changes and how can you address them?
Selecting strategies links and resources:
American
Cancer Society’s Smoke-Free New England Campus Initiative.
Advocating for a Smoke-Free Campus: A Manual for College
and University Students.
Chapter 2, “Action Plan.” 2001.
Community
Toolbox. “Choosing and Adapting Community Interventions.”
Return to Key Steps
4. Implement Change
The next key step is implementation, the process of putting
a new policy or program into effect. With a well thought-out
plan, the implementation phase should consist of completing
the tasks and actions you have outlined.
Assemble a committee of key players to ensure that the plan
is executed as planned, to monitor progress, to discuss next
steps, and to address any unforeseen problems. This committee
does not have to be large, but should meet regularly to drive
implementation of your plan.
Be sure that ample training and support is available for
staff to carry out assigned tasks and to handle issues as
they arise. For example, if Resident Assistants are in charge
of front line enforcement for a new smoke-free dorm policy,
be sure that they have been fully trained in how to handle
violations, and know who to contact if problems arise.
Good communication is essential during implementation. The
success of new policies and programs often depends on how
well you publicize them. For example, recruitment for “Quit
Challenges” and other student tobacco education and
cessation programs involves getting the word out to students.
When new campus policies are put into place it is critical
to notify all community members well before implementation.
Advance notices should both announce the changes and inform
campus community members of the need for, and benefits of,
the new policy.
Consider the best ways to communicate to all constituents
who will be affected. Some possible approaches include a campus
advertising campaign, signage, leaflets, or direct communication
from a campus authority such as a letter from the college
president. Keeping key campus constituents informed as you
progress will help you prevent problems from arising and pave
the way for future actions.
In summary, good communication is essential to success during
implementation phase. It is important to publicize new programs
and policies and to monitor progress as you put them plan
into action. Be prepared to respond quickly to unforeseen
problems and challenges that can arise.
Some key questions to consider when implementing
change:
- Who should comprise a working group or committee to execute
the plan?
- How long a time period should there be from authorization
of new policies to implementation?
- What is the best way to communicate with the campus community
about new policies and programs?
- Who should the message about a major policy change come
from? The President? The Director of Health Services? The
President of the Student Government?
- How will changes be advertised? Does signage need to be
made?
- Have the required structural alterations been made in
advance of the change? For example, were ashtrays moved
away from building entrances on schedule?
- Has anything changed (e.g., resources, campus climate)
since the plan was originally developed?
Implementing change links and resources:
American
Cancer Society’s Smoke-Free New England Campus Initiative.
Advocating for a Smoke-Free Campus: A Manual for College
and University Students.
Chapter 3, “Strategies for Action.” 2001.
University
of New Hampshire: "Tobacco Policy Pamphlet"
Return to Key Steps
5. Evaluate Efforts
Evaluation is the process of collecting, analyzing, and interpreting
information to find out if your program or policy worked as
intended. In addition, evaluation will enable you to identify
problems and make needed changed to improve the effectiveness
of your program or policy.
Evaluations provide data to support the continuation of a
program or policy, increase funding for an initiative, or
lend support for new policies and further action. For example,
a finding that a new campus cessation program was so popular
that students had to be put on waiting lists would support
a request for additional cessation program funds.
Remember, it is critical to plan your evaluation well in
advance of implementation. Determining ahead of time what
data will be collected and gathering it as you go, rather
than after the fact, is important. Some data that may
have been easy to collect during implementation may be impossible
to collect after the fact.
Conducting a thorough evaluation involves gathering information
about both the implementation process and outcomes of interest.
These two kinds of evaluation are called process evaluation
and outcomes evaluation.
Process evaluation addresses questions about whether
a program is carried out as planned. For example, was the
effort to notify the campus community of a revamped campus
tobacco cessation program through a letter to parents, emails
to students, and notices in the school newspaper implemented
as intended? Were there delays or other problems in the notification
process? This can be assessed by examining mail, email and
newspaper records. In addition, short interviews or surveys
with students or parents can help assess whether the communication
channels were effective in reaching them.
Another process measure might determine the extent to which
the college health service was able to handle a spike in requests
for the new cessation services. Were all interested students
enrolled in services or was it necessary to put students on
waiting lists? This can be accomplished by reviewing health
service records, talking with health services personnel and
perhaps students. Did students who were turned away sign up
for the waiting list or not? Ideally, this type of information
will be collected throughout the implementation phase
and not afterwards. Doing so increases accuracy and gives
you a chance to take corrective action as needed.
Outcomes evaluation addresses whether or not policy
or program objectives were met. For example, did the revamped
tobacco cessation program meet its objective of attracting
10% more students than the old program within the first six
months of operation? This can be assessed by checking cessation
program records to examine how many students enrolled in the
program.
The actual steps you take during evaluation will depend on
your resources. For example, if you are not able to carry
out a campus-wide student survey, you may be able to conduct
focus groups with students.
In considering your evaluation plan, keep in mind that events
on campus, in the surrounding community, and on the state
and national levels may influence student behaviors. These
events may have an impact on the effectiveness of your program
or policy. For example, did a new program to reduce the number
of social smokers on campus coincide with a major tobacco
company marketing effort that involved placing large ads in
your newspaper and around campus and giving out free cigarettes
at parties? If so, this outside influence needs to be taken
into account when ascertaining the effectiveness of your program.
In summary, evaluation tells you if your program or policy
was effective, can point to possible improvements, and can
provide data to support continuation or even expansion of
a successful initiative. Your evaluation plan should cover
both process and outcomes. It is critical to plan your evaluation
well in advance.
Some key questions to consider when evaluating
efforts:
- What was the impact of the implemented changes?
- Were the programs/policies implemented as planned?
- How did the program/policy affect different groups on
campus?
- Did unforeseen problems arise during implementation? If
so, what were they?
- Did we meet our objectives?
- What other factors may have contributed to the effectiveness
of the program or policy?
- What additional steps are necessary to reach the stated
goals?
- What did we learn that can guide us in future efforts?
Evaluation links and resources:
Community
Tool Box. “Developing an Evaluation Plan.”
User
Friendly Handbook for Project Evaluation, National Science
Foundation
Understanding
Evaluation: The Way to Better Prevention Programs.
Muraskin, LD. U.S. Department of Education, (1993).
Contract Number LC89089001.
Return to Key Steps
Other issues to consider:
Coalition Building
Tobacco programs and policies have a better chance of success
when supported by a multiple campus stakeholders. A campus
coalition brings key stakeholders together to pool their energies
and resources to work toward a common goal. Coalition members
should represent as many perspectives as possible from diverse
campus constituencies. Members have a shared vision, participate
actively in making decisions about coalition activities, and
help identify resources for these activities. Coalitions enhance
communication among key individuals, maximize the use of available
resources, and create a base of social and political support
for a tobacco prevention agenda.
Some key stakeholder groups to consider:
administration, health services, residential life, building
and grounds, faculty, students, and parents.
Coalition-building links and resources:
American
Cancer Society’s Smoke-Free New England Campus Initiative.
Advocating for a Smoke-Free Campus: A Manual for College
and University Students.
Chapter 2, “Allies: Whom to Involve.” 2001.
Community
Toolbox. “Coalition Building I: Starting a Coalition.”
Citizen
Works. “Building a Coalition.”
Return to Other Issues
Presidential Leadership
Visible presidential leadership on tobacco policy or programming
is crucial. Presidents have the power to make policy and programmatic
changes to improve the health and safety of all members of
the campus community. Presidents can demonstrate leadership
by repeatedly addressing tobacco issues and solutions in writings
and speeches and by conveying clear expectations and standards.
Presidential leadership links and resources:
American
Cancer Society’s Smoke-Free New England Campus Initiative.
Advocating for a Smoke-Free Campus: A Manual for College
and University Students.
Chapter 3: “Meeting with the Administration.”
2001.
DiBaggio,
J. “Presidents’ Public Diaries: Day One—Smoking
on Campus.”
Journal of College and Character.
Higher
Education Center for Alcohol and Other Drug Prevention.
“Be Vocal, Be Visible, Be Visionary: Recommendations
for College and University Presidents on Alcohol and Other
Drug Prevention.” 1997.
Return to Other Issues
Enforcement Issues
To be effective, policy change must be accompanied by consistent
and effective enforcement and clear sanctions. Start by working
with those who will be in charge of enforcement such as campus
police, judicial affairs, or resident assistants. Involve
them in the planning process to help ensure that the enforcement
strategies and sanctions you develop are appropriate and workable.
Some key components to consider in developing an enforcement
plan include: (1) assuring that new policies, enforcement
strategies, and sanctions are clearly communicated well in
advance of implementation; (2) making appropriate changes
in the physical environment, such as posting signs that explain
new restrictions or regulations; (3) identifying and educating
those who will be responsible for carrying out enforcement,
such as resident assistants; and (4) developing a plan for
reporting violations and carrying out any related disciplinary
action. Having a clear enforcement policy will help all members
of the campus community understand their rights and responsibilities
and will encourage compliance with new tobacco policies.
Enforcement resource:
Majchrzak
NE, Rigotti N, Park E et al. “Tobacco Use by Massachusetts
Public College Students”
Powerpoint Presentation, National Conference on Tobacco and
Health 2002.
(See slides on enforcement)
Return to Other Issues
Student Involvement
Involving students in a program or policy initiative is crucial.
As the target of most campus tobacco policies and programs,
it is important to consider student beliefs, attitudes, behaviors,
and opinions about tobacco use. Student support for an initiative
makes compliance more likely and enforcement more manageable.
In addition, students can be an important and affordable source
of manpower in tobacco policy or program campaigns. Our Ohlone
College case study brief about the Students Toward A Rapid
Smoke Free School (STARRS) organization provides an excellent
example of the effectiveness of student activism.
Student involvement link:
BACCHUS
and GAMMA’s Tobacco Free U. “Student Involvement.”
Return to Other Issues
Faculty/Staff Support
Faculty and staff often have expertise in tobacco issues,
in policy-making, or other areas that may be helpful in addressing
tobacco prevention on campus. Identifying faculty and staff
with personal interest in tobacco issues may lend support
and add resources to an initiative. As discussed in our University
of New Hampshire Case Study, that school’s comprehensive
tobacco policy was fashioned largely by a faculty member with
expertise in tobacco issues.
In addition to providing skills and expertise, it is important
to keep in mind that faculty and staff are members of the
campus community who spend far more time on a campus than
students through years of full-time work. It is important
to take their tobacco prevention needs and opinions into consideration.
Our Bowdoin
College Case Study documents how needs of the entire college
community (faculty, administration, staff, and students) were
considered in making changes to the school’s tobacco
cessation program.
Faculty/staff support link:
Ryan,
B and DeJong, W. “Making the Link: Faculty and Prevention.”
Higher Education Center for Alcohol and Other Drug Prevention.
2002.
Return to Other Issues
Media Coverage
Consider on-campus and off-campus media sources that can help
disseminate information about campus tobacco issues and policies.
Opinion columns in school newspapers, and public service announcements
on campus cable television and radio stations are potential
forums for promoting a tobacco policy or program. Local news
coverage of a tobacco prevention campaign may help garner
additional support from the community, as well as encourage
colleges to take a firm stance on tobacco use. Our University
of Washington Case Study provides an excellent example
of the benefits of broadcast media coverage in promoting tobacco
policy changes.
Media coverage links and resources:
American
Cancer Society—Smoke-Free New England Campus Initiative’s
sample press release
American
Cancer Society—Smoke-Free New England Campus Initiative’s
sample feature/op-ed articles
Coalition
on Human Needs: "Media Tips"
Citizen
Works: "Utilizing the Media"
American
Public Health Association media advocacy manual
Return to Other Issues
State and Local Laws
State and local tobacco laws can provide support for tobacco
initiatives on campus. These laws are becoming increasingly
common throughout the country. Review them carefully to assure
that campus policies are in compliance.
State and local laws links and resources:
CDC
State Tobacco Tracking
American
Nonsmokers’ Rights Foundation: "Smoke Free Ordinances"
Return to Other Issues
Final summary:
Successfully implementing new programs and policies to address
campus tobacco use is challenging, but rewarding, work. A
careful problem analysis and planning and evaluation process
will help ensure that the goals, objective, and strategies
you select best meet the needs and resources of your campus.
Involving key campus constituents and considering campus,
local, and state resources will help ensure the most effective
programs possible. Good communication is essential throughout
the entire process.
Remember that making change is rarely a neat or linear process
and some back and forth movement between steps is necessary.
Check our Mentoring Minutes section
for tips from campus leaders with firsthand tobacco prevention
policy and program experience.
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