The available evidence suggests that individually-oriented, multi-component interventions that enhance cognitive-behavioral skills, enhance motivation to change, provide accurate peer norms for alcohol use and drug use on campus, and challenge any inaccurate alcohol expectancies are efficacious for college students (Larimer & Cronce, 2002; National Institute on Alcohol Abuse and Alcoholism [NIAAA], 2002). In particular, personalized feedback interventions (PFIs) often delivered within the context of a brief motivational interview (BMI) have been shown to be efficacious with heavy drinking volunteer students (e.g., Baer, Kivlahan, Blume, McKnight, & Marlatt, 2001; Baer, Marlatt, Kivlahan, Fromme, Larimer, & Williams, 1992; Borsari & Carey, 2000; Carey, Carey, Misto, & Henson, 2006; Larimer et al., 2001; Marlatt et al., 1998; Murphy et al., 2001) and mandated students (Borsari & Carey, 2005; White, Mun, Pugh, & Morgan, 2007). The theoretical rationale behind PFIs is that personalized feedback will increase a student's readiness to change his or her drinking behaviors (Miller & Rollnick, 2002). Also, students will alter their perceptions about risk and peer use norms, as well as alcohol/drug expectancies (Dimeff et al., 1999). These changes will
