2004-2007

"Through rigorous evaluation, the SAGE Options Project demonstrated the association between curricular and co-curricular student engagement as effective prevention strategies that address the roots of depression and substance abuse_indications of interpersonal and interpersonal disengagement."

"St. Lawrence established an intensive living-learning program employing the best practices of engaged learning pedagogies and assess their impacts on depression and alcohol abuse among our students through primary data collection using multiple methods over a three-year period, coupled with secondary analysis of our existing student databases."

"SHARED Experiences Program will expand Morgan State University students_ involvement in on-going community-based research and program development in Southwest Baltimore and in the development and implementation of initiatives to promote student and community well-being and prevent substance use and depression."

"This project focuses on _curriculum infusion__the blending of college health issues into the curriculum content of academic courses to impact positively student attitudes and behaviors, by bringing these important health issues into the academic environment where they can be addressed with intellectual seriousness and free from the fear of social stigma in targeted curriculum modules across a wide spectrum of lower division general education courses."

"Goal: To make students aware of the complexities of addiction and depression in the world through a course that integrated academics, residence life and community engagement, and to measure subsequent changes in the students_ ways of thinking.

<P>Summary: Conducted in the 2006-2007 school year, this project instituted a Fall semester seminar on the biology of depression and addiction and the effects of these afflictions. It integrated this knowledge with a tightly connected Spring internship experience. The internship provided an opportunity for students to work with people and groups that help those facing the challenges of addiction and depression. The project used a research-based approach grounded in the interdisciplinary context of the history, science, and impacts of depression and addiction in society.

During the Fall seminar, students received a better understanding of depression and the background of the disease. The subject matter related to the college experience at Emory, and students stated that the relevance of the course material to college life was both helpful and frightening.

The leaders conducted three focus groups at the end of the course. Two of the groups included students enrolled in the seminar, and the third group consisted of students not enrolled in the course but who were similarly positioned at Emory. The focus groups found that students had become better able to appreciate the complexities of addiction and depression as manifested both in the world and in their own lives."

"Dickinson undertook a multiyear study of the effects of student participation in its expanding _learning communities_ program to examine whether variously structured learning experiences_classroom-based, service-learning, outdoor experiential learning, and a non-credit learning community organized around community service_yield different impacts on student learning, mental health, and civic engagement."

"Identity, Community and Belonging will benefit two groups of students who are often more vulnerable to the challenges of depression and disengagement: transfers and sophomores. The project will include an academic seminar exploring the concepts of community, identity, and belonging as well as three distinct civic engagement living/learning communities."

"Willamette used a multi-dimensional approach to decrease the problems of alcohol abuse and depression and increase indicators of engaged learning."

"University of Wisconsin-River Falls used these funds to collaboratively address the Bringing Theory to Practice elements of student health and wellbeing, engaged learning, and civic development. This project strengthened the connection between mental and physical health, and civility and engaged learning, and hence student success by training residence hall staff to incorporate these wellness concepts into their day to day interactions with their residents and to deliver programming in the residence halls designed around relationships, engaged learning, spiritual awareness, career awareness, emotional resiliency, physical wellness and environmental consciousness."

"University of Kansas determined how best to recruit and motivate faculty for incorporating service learning into their courses; and how to better understand improving the service learning experience for students and participating faculty, and how to determine potential civic engagement and health outcomes due to participation in the service learning experience."

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