Course Objectives

First year students will be able to:

• Recognize the impact of relationships and choices on personal goals and overall health.
• Develop self-reflection skills through journaling.
• Recognize how personal choices align with values and goals.
• Define and understand the multiple dimensions of well-being.
• Describe alcohol and its basic biological effects on the body, including:
  • BAC levels and measurement
  • Standard drink measurements
  • Long-term health impacts
• Identify warning signs of problematic alcohol use
• Develop strategies for maintaining healthy boundaries.
• Identify support resources and strategies for maintaining sobriety (Recovery Path).
• Recognize signs of unhealthy stress and anxiety.
• Identify healthy coping mechanisms for stress management.
• Access appropriate campus and community support resources.
• Identify when and how to access appropriate campus and community support resources.
• Recognize the importance of support systems in managing stress and substance use.
• Recognize signs of social isolation and its impact on well-being.
• Identify healthy alternatives to using alcohol for social connection.
• Understand the relationship between identity and social choices.
• Create personal strategies for maintaining social well-being.
• Identify signs of substance misuse and alcohol overdose.
• Apply the 5 D's of bystander intervention in various situations.
• Acknowledge the legal implications of substance use.
• Demonstrate appropriate emergency response procedures.
• Access appropriate support resources for themselves and others.
• Identify their "why" - their purpose for maintaining long-term well-being.
• Access appropriate campus and community support services.
• Develop personal intentions for healthy choices.

First year students will be able to:

• Describe 2 ways that consent and bodily autonomy are cultural norms for the Brown community in everyday interactions.
• Describe 2 ways to articulate, recognize, and respect boundaries within sexual interactions.
• Identify 2 resources for interpersonal violence response on campus.
• Describe 2 ways that help-seeking behaviors are valued within the Brown community.
• Identify 2 resources for seeking help with substance abuse.
• Articulate 2 ways to make informed decisions around Alcohol and Other Drug use.
• Describe 2 ways that alcohol and other drug use may positively and/or negatively contribute to social wellbeing (sense of belonging and making connections).
• Identify 2 ways to support and demonstrate respect for students who choose to be substance free.

The class meeting is presented as a live webinar which includes content delivered through student testimonials and videos of consent scenarios and campus resources. A cast of 5-7 returning students write and deliver testimonials about personal experiences that illustrate the class meeting’s objectives, discuss and frame the videos, and welcome the new class.

It is structured as follows:

• Opening
• Sophomore - Importance of Meeting Testimonial (Objectives 1, 4)
• Consent Videos and Debrief (Objectives 1, 2)
• Culture of Consent Testimonial (Objectives 1, 2, 4)
• Resources Video (Objectives 3 + 5)
• Alcohol and Being True to Self Testimonial (Objectives 6, 7)
• Sub Free at Brown Testimonial (Objectives 4, 5, 6, 7, 8)
• Alcohol and Community Care Testimonial (Objectives 6, 7)
• Closing

Community meetings are held a day or two after the Class Meeting in Bruno Leader communities. The small group meetings build students' skills - around consent, bystander intervention and support for survivors - for application in their residential communities, friend groups, and in their intimate relationships.

Objectives

First year students will be able to:

1. Identify the following five elements of consent: that consent is: 1)freely given, 2) reversible, 3) informed, 4) engaged, and 5) specific.
2. Identify language for clear communication about consent during a sexual interaction.
3. Discuss indicators of harmful situations that require intervention and brainstorm safe and effective methods to intervene.
4. Name four best practices for supporting a survivor of sexual violence.

Structure + Methodology

During Orientation, and following the Class Meeting, Bruno Leader groups gather and are led in activities and discussion by a facilitation team of one Bruno Leader (student orientation leader) and one BWell student leader. The facilitation teams are trained by BWell professional staff to deliver the 1 hour curriculum.

The neighborhood meetings are structured as follows, with interactive learning activities and guided discussion for each section:

• Communication and Consent (Objectives 1, 2)
• Bystander Intervention (Objective 3)
• Supporting Survivors (Objective 4)

A second set of community meetings are held in late September, once again in small Bruno Leader groups. These community meetings build students' skills and knowledge around safer substance use, being substance free, and related campus support resources, as well as offering some reminders of the consent and sexual violence prevention messaging from the Class Meeting and earlier Community Meeting. 

Objectives

First year students will be able to:

1. Learn strategies for reducing risk.
2. Learn the signs and symptoms of severe intoxication and how to respond.
3. Identify 2 resources for seeking help with substance abuse.
4. Recall information from the Culture of Consent neighborhood and class meetings: resources, consent FRIES and bystander intervention

Structure + Methodology

During late September, Bruno Leader communities gather and are led in activities and discussion by their Bruno Leader. The Bruno Leaders are each provided with a meeting script and all program materials. The program has been designed so that the Bruno Leaders do not need additional training in order to facilitate the workshop.