Local/State Policy and Campus Code Handout

This handout summarizes key local and state policies on substance use, campus and workplace codes of conduct, Title IX protections, and Good Samaritan/Amnesty laws. Annotate as you review to track questions or important details.

1. State & Local Substance Policies

• Minimum Legal Drinking Age (MLDA): 21 years in all 50 states.
– Possession or consumption under 21 can lead to criminal charges and campus discipline.

• Open Container Laws: Prohibits open alcohol containers in public spaces (streets, parks, vehicles).
– Violations may result in fines or community service.

• DUI/DWI Regulations:
– BAC limit: typically 0.08% for adults, lower for underage drivers.
– Penalties include fines, license suspension, mandatory education programs, or jail time.

• Controlled Substances:
– Possession, distribution, or use of illicit drugs (e.g., marijuana in non-recreational states, narcotics) is illegal.
– Penalties vary by substance class and amount.

Notes / Questions:

2. Title IX at a Glance

Purpose: Prohibits sex discrimination—including sexual harassment and assault—in any education program receiving federal funding.

Key Provisions:

• Requires schools to respond promptly and effectively to complaints.
• Defines sexual harassment/assault and outlines investigation procedures.
• Offers both supportive measures (e.g., no-contact orders) and formal grievance processes.

Your Rights Under Title IX:

1. To report incidents confidentially or formally.
2. To have allegations investigated by impartial officials.
3. To access advocacy, counseling, and academic support without charge.

Notes / Questions:

3. Good Samaritan & Amnesty Laws

Good Samaritan Laws: Protect individuals who seek medical help for someone experiencing alcohol or drug overdose from prosecution.

Amnesty Policies: Campus-specific rules that may waive disciplinary action for students who call for help in an emergency.

When to Use:

• Recognize signs of overdose or alcohol poisoning (e.g., unresponsiveness, vomiting).
• Call campus security or 911 immediately—your report is protected.

Notes / Questions:

4. Campus & Workplace Code of Conduct Highlights

A. Alcohol & Drug Use

• Must follow state MLDA and campus restrictions (e.g., dry dorms, prohibited areas).
• Distribution or use in unauthorized locations is subject to disciplinary review.

B. Harassment & Discrimination

• Zero tolerance for threats, bullying, or unwanted sexual advances.
• Mandatory reporters (e.g., faculty, staff) must notify Title IX or HR offices of incidents.

C. Reporting Channels

• On-Campus: Campus safety/security, Title IX office, counseling services.
• Off-Campus: Local law enforcement, crisis hotlines, community health clinics.

D. Disciplinary Process

1. Initial incident report and intake meeting.
2. Investigation and evidence gathering.
3. Hearing or administrative resolution.
4. Possible outcomes: warning, probation, suspension, or expulsion.

Notes / Questions:

5. Next Steps & Resources

• Review your institution’s full Code of Conduct online.
• Locate campus offices: Title IX, student affairs, counseling, and security.
• Save emergency numbers and hotlines in your phone.

Student Annotations & Reflections

Use this space to jot down your key takeaways, questions for your advisor, or items to follow up on:

Resource Mapping Walkabout

Objectives:

• Identify and record at least three reliable campus or community support resources.
• Practice locating key offices and services in a transition setting.
• Note essential contact details and access steps for future reference.

Materials:

• Printed station cards (numbered 1–5) placed around the room, each with a different resource’s name, location, and basic info.
• Resource Mapping Walkabout Worksheet (below).
• Pens or pencils.

Preparation:

1. Create five station cards, for example:
   • Title IX Office
   • Counseling & Health Services
   • Campus Safety/Security
   • Local Crisis Hotline
   • Community Health Clinic
2. Number and post each card at distinct points in the room or hallway.
3. Make copies of the worksheet below—one per student.

Instructions:

1. Pair up students and distribute the worksheets.
2. Assign each pair to start at a different station (1–5).
3. At each station, read the card and fill in the corresponding row on your worksheet:
   • Resource Name
   • Location or Office (building, room)
   • Contact Info (phone, email, website)
   • Typical Hours of Operation
   • How you would access or request help
4. After 2–3 minutes, rotate clockwise to the next station until you have visited at least three stations.
5. Return to your seats and compare notes with another pair—highlight two resources you’d be most likely to use.

Resource Mapping Walkabout Worksheet

Reflection (to complete after walkabout):

1. Which two resources feel most approachable to you and why?
       
   
   
   
   
   
   
2. What questions do you still have about accessing any of these services?
       
   
   
   
   
   
   

Case Clinic Decision-Making Protocol

Use this protocol in small groups to analyze real-life transition scenarios. Apply policy knowledge, consent definitions, and bystander/help-seeking strategies to make informed decisions.

Decision-Making Steps

Scenario 1: Late-Night Dorm Party

At a dorm party, you notice a friend stumbling and slurring—clearly intoxicated. A new acquaintance keeps pressuring them to take more shots.

Discussion Prompts:

1. Define the Situation: What are the immediate concerns for your friend?
   
   
   
   
   
   
2. Policies & Rights: Which policies or laws might be in play (e.g., underage drinking, Good Samaritan)?
   
   
   
   
   
   
3. Consent & Safety: Can your friend give informed consent right now? Why or why not?
   
   
   
   
   
   
4. Bystander/Help-Seeking Options: Which of the 3 D’s could you use? What steps would you take to keep your friend safe?
   
   
   
   
   
   
5. Decide & Plan: Which action will you choose, and how will you carry it out? (E.g., distract with music, delegate to RA, direct friend to quiet area, call security/medics.)
   
   
   
   
   
   

Scenario 2: Summer Internship Happy Hour

During your summer internship happy hour, a coworker you’re interested in becomes overly flirtatious after a few drinks. They invade your personal space, and you feel uncomfortable but worry about offending them or harming your internship.

Discussion Prompts:

1. Define the Situation: What makes you uncomfortable? Who else might be affected?
   
   
   
   
   
   
2. Policies & Rights: What workplace or campus harassment policies apply? (Consider Title IX, employer code of conduct.)
   
   
   
   
   
   
3. Consent & Boundaries: How can you assert your boundaries clearly and respectfully? Provide script ideas.
   
   
   
   
   
   
4. Bystander/Help-Seeking Options: Who can you delegate to if direct intervention feels unsafe? What confidential resources are available?
   
   
   
   
   
   
5. Decide & Plan: What immediate and follow-up steps will you take? (E.g., step away to join another group, speak with HR or supervisor, document the incident.)
   
   
   
   
   
   

After both scenarios, share one key insight your group uncovered about applying policies, consent definitions, or bystander strategies in transition settings.

Personal Wellness Contract

Student Name: ____________________________________ Date: __________________

Wellness Focus Area(s) (e.g., stress management, social connection, physical health):

Commitment 1

I commit to:

Why this matters to me & how I will notice progress:

Coping strategy or activity I will use:

Resources/supports I will access (person, office, app, etc.):

Target check-in date: ____________________

Commitment 2

I commit to:

Why this matters to me & how I will notice progress:

Coping strategy or activity I will use:

Resources/supports I will access (person, office, app, etc.):

Target check-in date: ____________________

Accountability & Signatures

My accountability partner or support person is:
____________________________________

Student Signature: ____________________________ Date: ____________________

Reviewed by (optional): ____________________________ Date: ____________________

Likert Scale Growth Rubric With Exemplars

This rubric describes expected growth at each 1–5 Likert level for the five pre/post-survey statements. Each level includes a descriptor of understanding and an exemplar student self-statement.

Exit Ticket: My First Week Plan

Name: ____________________________ Date: ____________________

1. Policy & Consent Reflection
   Which policy or law (e.g., Title IX, Good Samaritan/Amnesty) will you review or keep in mind during your first week? How will you ensure you follow it?

1. Self-Care First Step
   What one wellness commitment from your Personal Wellness Contract will you prioritize? Describe when and how you'll practice it.

1. Connecting to Support
   Name two resources (office, person, or app) you plan to reach out to in your first week and explain why you chose them.