Allison M. Cantwell

Objective: Negative consequences from alcohol use continue to be a concern on university campuses in the USA. In this paper, we describe the development and formative evaluation of an ongoing event-specific bystander intervention to encourage personal and bystander protective behavioural strategies among college students. Methods: The Rams Take Care, Rams Take Action intervention takes place within the context of a US college football home game. The programme incorporates several empirically supported behaviour change strategies including motivational interviewing, public commitments and the use of branded merchandise. The programme is delivered by trained peer educators. Participants: The programme was evaluated by means of a survey of undergraduate students who obtained tickets to a home football game during the 2018 season ( N = 595). Results: Students who pledged to engage in protective behavioural strategies, and subsequently remembered their pledge, reported greater use of both personal (i.e. using a sober driver) and bystander (e.g. encouraging friends to use the buddy system) protective behavioural strategies. Conclusions: This inexpensive, brief intervention holds promise for reducing the negative consequences of US college students’ alcohol use and raises the possibility that event-specific interventions could have broader preventive effects than previously documented.

Livestock’s environmental footprint has become a pivotal concern for both consumers and investment corporations. To stay competitive in the sustainable foods movement, the beef industry has sought to improve sustainability within their own supply chains. However, before system sustainability can be achieved, more sustainability practices must be adopted and implemented by the foundation of the system. Therefore, to gain insight into motivations of ranchers for adopting new sustainable practices we administered an online multi-state survey to cattle ranchers in collaboration with state Cattlemen’s Associations. In total, the survey consisted of 45 questions and was divided into four sections including: 1) rancher demographics, 2) ranching educational resources, 3) current best management practices, and 4) willingness to join new rancher sustainability program. Of the survey participants (n = 884), when asked what made them trust/ believe in a ranching educational program, 64% of ranchers stated they trusted (very or extremely) science, 55% or ranchers stated they trusted a ranching educational program if the program was partnered with state cattlemen’s associations, and 32% of ranchers stated they trusted the program if other ranchers they knew were currently enrolled in the program. When survey participants were asked who they trusted most to dispense ranching educational information 79% trusted veterinarians (very or extremely), 63% trusted extension agents/ farm advisors, 57% trusted professors (very or extremely), and 54% trusted other cattle producers. In regards to where cattlemen acquired ranching information 94% utilized trade publications or magazines, 90% utilized university or extension, 70% utilized state or national cattlemen’s meetings, and 52% utilized social media. The top three reasons why survey participants would choose to adopt a new ranching practice included increases profitability 79%, improves animal health 78%, and expected benefits greatly outright the cost or effort to implement 51%. Meanwhile, only 18% of ranchers selected improving environmental health as one of their top 3 reasons for adopting a new ranching practice. In terms of best management practices, 77% of producers stated they had a grazing management practice, however only 29% had their plane written down. Finally, the survey indicated that ranchers who were male, had been through the Beef Quality Assurance training, and were enrolled in a land assistance program were more likely to state that joining a sustainability program would be beneficial to their operation (P < 0.05). Overall, this survey provides the necessary insight into why and how ranchers learn about new ranching practices and provides a possible framework for how to develop successful ranching educational and sustainability programs in the future.

We consider features of cocurricular activities as important learning environments outside of the classroom. Using survey data from seven large public research universities we investigated 17 specific learning opportunities that occur in student clubs and organizations. We found that cocurricular learning experiences are common and that students place high levels of importance on these opportunities. We also found that women, students with high GPAs, and upper-division students were more likely to report cocurricular learning experiences.

Identity theory discusses the way in which individuals maintain their self-meanings (identities) in situations through a perceptual control process. Scholars have suggested that how closely the perceptual control system monitors identity meanings may influence the identity verification process. This idea has also been discussed in control systems theory as the concept of loop gain, an indication of how closely a control system monitors a standard. Research has not yet examined how loop gain may influence the identity verification process. This study develops a measure of loop gain (tightness of the identity control system) using dispersion in identity meanings as a proxy for the tightness of an individual’s identity control system. It tests the way tightness of the control system influences emotion when a discrepancy occurs, and finds that the tightness of the control of an identity influences the intensity of negative emotion experienced after a discrepancy.

We theorize 5 dimensions of academic disengagement based on students’ values, motivations, study behaviors, academic interactions, and competing involvements. Using 2010 survey data from the University of California, we find support for this conceptualization. The size of disengaged populations varied between 5% and 25%, depending on the measure used. On most measures, male students, upper-division students, students with low college GPAs, and students in the humanities and social sciences were significantly more likely, net of covariates, to be among academically disengaged populations. Students with high SAT scores were also more likely to be among academically disengaged populations.

Previous research has examined individuals' relative preference for consistent and enhancing feedback by examining reactions to negative and positive feedback. Recent research shows that, in general, individuals prefer feedback that is consistent with self-views, even if feedback is negative. It is unclear, however, whether negative and positive feedback equally affect actual changes in individuals' self-views. Using insights from Identity Control Theory (Burke 1991, 1996) and a sample of newly married couples, we examine whether positive and negative feedback are equally influential in affecting change in individuals' self-views. We also examine possible change in spouses' views. Results show that when there is a discrepancy between individuals' self-views and their spouses' views, both change in ways to become more consistent with the views of the other. Moreover, individuals and spouses are as likely to adopt negative views as they are to adopt positive views, supporting self-consistency theories.