Faculty Experiences and Recommendations on the Inclusion of Substance Use Prevention Curriculum into Aging-Infused Programs at 4-Year Universities

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Autor/in	Thierry, Nakia R.
Titel	Faculty Experiences and Recommendations on the Inclusion of Substance Use Prevention Curriculum into Aging-Infused Programs at 4-Year Universities
Quelle	(2022), (261 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of La Verne
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-7048-0
Schlagwörter	Hochschulschrift; Dissertation; Substance Abuse; Prevention; Higher Education; Curriculum Development; Course Content; College Faculty; Program Effectiveness; Educational Needs; College Students; Student Centered Learning; Teaching Methods; Aging (Individuals) + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Drug use; Drug consomption; Drogenkonsum; Prävention; Vorbeugung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kursprogramm; Fakultät; Educational need; Bildungsbedarf; Collegestudent; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Aging; Altern
Abstract	Purpose: The purpose of this study was to identify the most important and feasible factors required for reform and successful inclusion of substance use prevention curriculum into aging-infused certificate and degree programs at 4-year universities. Methodology: This study employed a Delphi technique through three iterative rounds to gather data and identify the most important and feasible factors required for reform and inclusion, which would lead to successful implementation of substance use prevention curriculum in aging-infused certificate and degree programs at 4-year universities. A total of 14 participants completed the Round 1 electronic survey. During Rounds 2 and 3 of data collection, 13 participants completed each survey respectively. Findings: The faculty experts identified ten important curriculum components (ICC), eight feasible curriculum components (FCC), eight important faculty support resources (IFSR), and nine feasible faculty support resources (FFSR) for inclusion, which would lead to successful implementation of substance use prevention curriculum in aging-infused programs at 4-year universities. A high level of consensus was reached on eightICCs, five FCCs, five IFSRs, and five FFSRs. Conclusions: The findings from this study provided curriculum content and support resources that educators can use to achieve successful inclusion of substance use prevention curriculum in aging-infused programs at institutions of higher education. This study concluded that the important and feasible factors identified by the experts reflect the need for expansion of the curriculum components and faculty support resources facilitated to students and educators at postsecondary institutions, use expert knowledge and experiences to reform student-centered instruction and curriculum, and recommend instructional strategies and academic support for curriculum reform based on the experiences of key stakeholders. Recommendations: Postsecondary institutions and faculty can ensure successful inclusion of substance use prevention curriculum in aging-infused programs at 4-year universities by implementing the eight ICCs, five FCCs, five IFSRs, and five FFSRs identified within academia. Further research is needed to develop substance use prevention curriculum that implements the important and feasible curriculum components and faculty support resources identified within this study. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01