Experiential learning in the educational context incorporates real-life-based processes into the educational setting in order for them to be used and scrutinized The heart of these sorts of learning experiences is the postexperience analytic process, generally referred to as the debriefing session. This essay focuses on the debriefing process as it accompanies one form of experiential learning, simulations and games. It provides a review of the existent literature on debriefing, an analysis of the debriefing process, and effective strategies for its use. It provides an analysis of the process, identifies its components and essential phases, and presents a systematic approach to the assessment of the conduct of debriefing sessions.

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Many colleges in the United States are employing social norms marketing campaigns with the goal of reducing college students' alcohol use by correcting misperceptions about their peers' alcohol use. Although the typical message used in these campaigns describes the quantity and frequency of alcohol use by the average student on campus, many students may find such a vague comparison to others to be socially irrelevant. This study compares the relative weight of perceptions about alcohol use by distant versus proximate peers in the prediction of college students' personal drinking behavior. The results of analyzing data collected from a sample of college students at a large public northeastern university (N=276) show that, as hypothesized, perceived alcohol use by proximate peers (best friends and friends) was a stronger predictor of students' personal alcohol use than perceived alcohol use by more distant peers (such as students in general), controlling for other strong predictors of alcohol use by college students (age, gender, race, off-campus residency, and sensation-seeking tendencies). The implications of these findings for the design of more effective social norms messages are discussed.

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College drinking has been a concern of college administrators, parents of college-age students and health care professionals for some time. Over the last few years an increasing number of institutions have begun to understand that the problem is complex enough that it warrants attention and that a variety of strategies are necessary to attempt to reduce dangerous drinking and the unwanted attendant consequences (for example, . While some institutions have looked for a silver bullet that would serve as a cure all, over time it has become clear that institutions of higher education need to have comprehensive plans designed to address drinking behaviors and provide a continuum of care.The purpose of this article is to describe the Rutgers Program, a comprehensive model addressing the continuum from prevention to recovery support that can meet the complex needs of a college community who are involved in a wide spectrum of alcohol and other drug use from nonuse, social/recreational use, dangerous use, abuse, addiction, and recovery. The paper begins with a description of the problem of college drinking, which is presented as the backdrop for the Rutgers Model. We have combined the experience of the second author as a research scholar and the first author as a practitioner to create the description of the continuum. The differences in 238

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