Despite the prevalence of heavy drinking and alcohol problems on college campuses, only 41% of universities mandate alcohol education for their students (Nelson et al., 2012). The transition to college represents a time of heightened behavioral change, due in part to greater independence and increased access to alcohol and other substances; thus, early intervention is key (Fromme, Corbin, & Kruse, 2008; Schulenberg & Maggs, 2002). Many programs that aim to curb these changes employ empirically supported techniques such as motivational interviewing and cognitive-behavioral therapy to communicate socially normative rates of consumption and dangers of heavy drinking, as well as teaching skills to identify and cope with stress, manage peer influences, and avoid risky drinking (Borsari & Carey, 2001, Larimer & Cronce, 2007, Nation et al., 2007, Schuckit et al., 2012). Evidence suggests that alcohol prevention programs that are personalized to give individual-level feedback (based on an participants’ drinking behaviors, alcohol expectancies, or other factors) are more effective for reducing risky drinking among college students than those lacking such components (Cronce & Larimer, 2011, Scott-Sheldon et al., 2014). However, many colleges
