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Previous research has shown that a majority of adolescents in the United States initiate and drink alcohol prior to graduating high school and nearly twenty percent of high school seniors engage in heavy episodic drinking. Despite anecdotal evidence and media portrayals of alcohol use during high school events (e.g., prom), little is understood about alcohol use surrounding specific events that may be identified as "high-risk" events and addressed in specific interventions. Similarly, normative perceptions exert powerful influence on behaviors but little is understood about normative perceptions of alcohol use at high school events.The purpose of the present study was to understand whether high school alcohol use is associated with specific events by describing behaviors and normative perceptions.Participants were 386 U.S. college students age 18 to 19 (60.4 % female, mean age = 18.4) who provided retrospective accounts of their alcohol use surrounding senior year high school events (either before, which is relevant to pregaming addressed in this special issue, during, or after).Most students did not drink surrounding high school events but nearly all reported that they perceived that the typical high school senior did. Those who did drink alcohol tended to drink heavily, particularly during prom. Alcohol use was associated with other high school events ranging from the beginning of senior year (e.g., Homecoming) though the end (e.g., graduation parties) CONCLUSIONS: Results indicate the importance of future research efforts tailoring intervention efforts around specific events and the applicability of personalized normative feedback approaches.

AbstractBackgroundThe COVID‐19 pandemic has resulted in pronounced changes for college students, including shifts in living situations and engagement in virtual environments. Although college drinking decreased at the onset of the pandemic, a nuanced understanding of pandemic‐related changes in drinking contexts and the risks conferred by each context on alcohol use and related consequences have yet to be assessed.MethodsSecondary data analyses were conducted on screening data from a large parent clinical trial assessing a college student drinking intervention (N = 1669). Participants across six cohorts (from Spring 2020 to Summer 2021) reported on the frequency of drinking in each context (i.e., outside the home, home alone, home with others in‐person, and home with others virtually), typical amount of drinking, and seven alcohol‐related consequence subscales.ResultsDescriptive statistics and negative binomial regressions indicated that the proportion and frequency of drinking at home virtually with others decreased, while drinking outside the home increased from Spring 2020 to Summer 2021. Limited differences were observed in the proportion or frequency of individuals drinking at home alone or at home with others in‐person. Negative binomial and logistic regressions indicated that the frequency of drinking outside the home was most consistently associated with more alcohol‐related consequences (i.e., six of the seven subscales). However, drinking at home was not without risks; drinking home alone was associated with abuse/dependence, personal, social, hangover, and social media consequences; drinking home with others virtually was associated with abuse/dependence and social consequences; drinking home with others in‐person was associated with drunk texting/dialing.ConclusionThe proportion and frequency of drinking in certain contexts changed during the COVID‐19 pandemic, although drinking outside the home represented the highest risk drinking context across the pandemic. Future prevention and intervention efforts may benefit from considering approaches specific to different drinking contexts.

AbstractIntellectual diversity, which is often assessed through social diversity proxies, such as race, ethnicity, and gender, is essential to innovation in ecology. There are many diverse ways of knowing, valuing, and discerning alternatives within ecology and as it is applied to solve global‐change issues. However, science is a cultural activity, one that is affected by colonialism, racism, and White supremacy and, like other fields of science, the pursuit of ecological careers has historically been a space of limited opportunities for participation for Black, Indigenous, and People of Color (BIPOC)—narrowing the diverse ways of knowing, valuing, and engaging in ecological work. We seek to debunk the view that such limited participation is a result of BIPOC lacking interest in or proficiency in science, and instead offer that BIPOC communities are places of deep scientific understanding, sociocultural resilience, and cultural wealth. Scientists must broaden their consideration of the ecological sciences and work with BIPOC to establish community‐based scientific partnerships that will foster increased ecological career pathways for BIPOC youth.

Abstract Education buildings, as the third highest consumer of energy in the United States, provides significant opportunities to lower greenhouse gas emissions by increasing energy efficiency (EE). Higher education institutions (HEIs) campuses exhibits multiple favorable but unique attributes, including access to capital, multiple stakeholders involved with differing needs, and control of heterogeneous buildings that are energy intensive, such as laboratories, medical research facilities, sports facilities, and food services. There is a great opportunity to conserve energy by retrofitting these buildings. The decision to retrofit involves many stakeholders and also many factors that are interrelated. This study aims to understand the decision-making processes in EE projects at a higher education institution, particularly the exhaustive list of factors that facilities managers consider when making decision and their interrelationships. Using in-depth semi-structured interviews of facilities managers and secondary data from reports and policy documents, a case study at a large higher education institution is conducted. The content analysis of the data identifies decision factors that are categorized into five major categories: economic feasibility, environmental impact, institutional characteristics, occupant impact, and technical practicality. Interactions among factors are depicted in a causal loop diagram that shows cause-effect relationships. Three main loops highlight the major concerns—economic feasibility, occupant impact, and technical practicality.

Climate change is the biggest global health threat of the 21st century. Medical students will lead the health sector responses and adaptation efforts in the near future, yet little is known in China about their knowledge, perceptions and preparedness to meet these challenges.A nationwide study was conducted at five medical universities across different regions of China using a two-stage stratified cluster sampling design. A self-administered questionnaire was applied to collect the information including perception, preparedness and educational needs in response to climate change. The data were first analyzed descriptively, then chi-square tests and kruskal wallis tests were applied to determined differences among subgroups, and logistic regression analysis were deployed to detect the socio-demographic factors influencing student's perception.A total of 1436 medical students were approached and 1387 participated in the study (96.6% response rate). Most students were aware of the health impacts because of climate change, with over 90% perceived air quality-related and heat-related illness, while only a small part identified undernutrition and mental health. Approximately 90% embraced their role in tackling climate change, but 50% reported themselves and the health sectors were not adequately prepared. Compared to clinical students, preventive medicine students were more likely to perceive their responsibility to address climate change (OR:1.36, 95% CI: 1.04, 1.78). Also, 80% students admitted insufficient information and knowledge on climate change and health. Most students agreed that climate change and its health impacts should be included into their current curriculum.Medical students in China were aware of climate change and felt responsible, but were not ready to make responses to its health impacts. Educational efforts should reinforce eco-medical literacy development and capacity building in the era of climate change.

M-bridge was a sequential multiple assignment randomized trial (SMART) that aimed to develop a resource-efficient adaptive preventive intervention (API) to reduce binge drinking in first-year college students. The main results of M-bridge suggested no difference, on average, in binge drinking between students randomized to APIs versus assessment-only control, but certain elements of the API were beneficial for at-risk subgroups. This paper extends the main results of M-bridge through an exploratory analysis using Q-learning, a novel algorithm from the computer science literature. Specifically, we sought to further tailor the two aspects of the M-bridge APIs to an individual and test whether deep tailoring offers a benefit over assessment-only control. Q-learning is a method to estimate decision rules that assign optimal treatment (i.e., to minimize binge drinking) based on student characteristics. For the first aspect of the M-bridge API (when to offer), we identified the optimal tailoring characteristic post hoc from a set of 20 candidate variables. For the second (how to bridge), we used a known effect modifier from the trial. The results of our analysis are two rules that optimize (1) the timing of universal intervention for each student based on their motives for drinking and (2) the bridging strategy to indicated interventions (i.e., among those who continue to drink heavily mid-semester) based on mid-semester binge drinking frequency. We estimate that this newly tailored API, if offered to all first-year students, would reduce binge drinking by 1 occasion per 2.5 months (95% CI: decrease of 1.45 to 0.28 occasions, p < 0.01) on average. Our analyses demonstrate a real-world implementation of Q-learning for a substantive purpose, and, if replicable in future trials, our results have practical implications for college campuses aiming to reduce student binge drinking.

AbstractBackgroundPrevious research indicates college students report heavier drinking on certain events (e.g., 21st birthday). While past research has identified heavier drinking events, students’ own reports of which events are associated with elevated drinking remains understudied. The current study utilized mixed methods to explore potential high‐risk drinking events (HRDE) for college student drinkers and how these events differed from typical drinking and each other.MethodsCollege student drinkers (N = 204) reported the number of drinks they consume on nine predetermined events (e.g., Halloween). Students also responded to open‐ended questions listing five events during which they had elevated drinking and indicating the amount consumed on each event. Open‐ended responses were coded into similar event categories. Descriptive statistics for drinks consumed were calculated for predetermined and coded open‐ended events. Chi‐square analyses assessed differences in endorsement of open‐ended events by birth sex, age group, and Greek membership. Two multilevel count regressions assessed within‐person differences in number of drinks consumed between participants’ typical drinking occasions and (1) highly endorsed open‐ended events and (2) predetermined events.ResultsFor all open‐ended event categories, average number of drinks consumed exceeded heavy episodic drinking thresholds; however, there was substantial variability. Comparing predetermined events to participants’ typical drinking indicated elevated drinking on participants’ birthdays, New Year's Eve, Halloween, Finals, and Spring Break; significant differences between events also emerged. Comparison of open‐ended categories to participants’ typical drinking indicated elevated drinking on birthdays, celebrations, parties, and holidays; however, there were no significant differences between open‐ended events.ConclusionsStudents who drink alcohol report heavier drinking on specific calendar‐based events (e.g., Spring Break). However, students also report non‐calendar‐related events (e.g., non‐specific parties) as some of their highest drinking events. More research is needed to understand how intervention and prevention programs can be adapted to target both known calendar‐based HRDE, and unknown, idiosyncratic HRDE.

Because of the role alcohol outcome expectancies play in subsequent drinking, it is important to understand factors that can shape alcohol expectancies to guide intervention efforts. This study examined among college students whether intended social contexts for drinking were associated with positive and negative alcohol expectancies at the daily-level.Participants included in analyses were 323 students, ages 18 to 24 years, enrolled at a 4-year university in the Pacific Northwest. At four 2-week measurement bursts across one year, participants were asked each afternoon to report whether they planned to drink alcohol later that day. If so, they were further asked how much they intended to drink, whether they plan to drink alone or with others, whether they plan to drink at home or bar/party, and their positive and negative expectancies of alcohol use that evening.A total of 2953 person-day observations from planned drinking days were used. Results from linear mixed models, adjusted for covariates including intended number of drinks, showed that students reported greater positive alcohol expectancies on days when they intended to drink with others vs. alone and intended to drink at a bar or party vs. at home. For negative expectancies, only intended drinking with others showed a statistically significant association.This study suggests that contextual factors may shape college students' expectancies about effects of alcohol at the daily-level. Intended drinking contexts may be important to address in event-level interventions to reduce high-risk drinking in young adults.

Community college (CC) students represent an at-risk population for alcohol use with limited access to campus interventions. The Brief Alcohol Screening and Intervention for College Students (BASICS) is available online, though identifying CC students at risk and connecting them to interventions remains challenging. This study tested a novel approach using social media to identify at-risk students and prompt delivery of BASICS.This randomized controlled trial examined the feasibility and acceptability of Social Media-BASICS. Participants were recruited from five CCs. Baseline procedures included a survey and social media friending. Social media profiles were evaluated using content analysis monthly for nine months. Intervention prompts included displayed alcohol references indicating escalation of or problematic alcohol use. Participants who displayed such content were randomized into the BASICS intervention or an active control. Measures and analyses assessed feasibility and acceptability.A total of 172 CC students completed the baseline survey, mean age was 22.9 (standard deviation = 3.18) years. Most were female (81%), with many (67%) identifying as White. Among participants, 120 (70%) displayed alcohol references on social media, prompting intervention enrollment. Of randomized participants, 94 (93%) completed the preintervention survey within 28 days of the invitation. The majority of participants reported positive intervention acceptability.This intervention combined two validated approaches: identification of problem alcohol use displays on social media, and provision of the Web-BASICS intervention. Findings demonstrate the feasibility for novel web-based interventions to reach CC populations.