![]() In one randomized controlled trial (RCT), Croom and colleagues (2008) tested the effects of the program on incoming freshmen. There have been several investigations on the effects of AlcoholEdu for College. Thus, questions remain about their potential for reducing student alcohol misuse and related consequences. Although brief interventions such as BASICs with trained clinicians are now fairly well established, web-based interventions are still being developed and tested. Such interventions typically include: personalized feedback to change normative beliefs about alcohol use, education about alcohols’ effects on the brain and on behavior, risk awareness, challenges to expectations regarding the effects of alcohol use, and suggestions for alcohol-free activities and strategies to minimize alcohol-related harm ( Dimeff et al., 1999 Larimer & Cronce, 2007). Popular web-based courses such as AlcoholEdu for College emulate efficacious multi-component interventions led by trained clinicians (e.g., Brief Alcohol Screening and Intervention for College Students or BASICs) ( Dimeff et al., 1999). are now using web-based programs or courses to address this persistent problem ( Nelson et al., 2010). Levels of heavy drinking and driving after drinking remained significantly higher among college students than among same-age peers who were not attending college ( Hingson et al., 2009). From 1999 to 2005, the prevalence of past-30-day heavy or “binge” drinking increased from 42% to 45%, and the prevalence of driving after drinking in the past year increased from 26.5% to 28.9% ( Hingson et al., 2009). A recent national study indicates that estimates for alcohol-related deaths among 18 to 24-year-old college students increased from 1,440 in 1998 to 1,825 in 2005, and that the majority of deaths could be attributed to driving after drinking ( Hingson et al., 2009). Heavy alcohol use and related problems such as drinking and driving continue to be prevalent among college students.
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