Transcript StudentAffairs.com Case Study

Addressing Campus
Sexual Violence:
Kinsey State University
Indiana University
Sivling Heng
Woody Lawson
Jasmine Scott
Larry Serfozo
Overview
of the Situation
To:
From:
RE:
Overview
of
the Situation
Members of the Student Affairs Staff
Vice President of Student Affairs
Task Force on Sexual Violence
As you know, President Obama recently created a task
force charged with ensuring sexual violence and sexual
misconduct are prevented on our nation’s college
campuses and assisting survivors of these occurrences in
fully accessing educational opportunities and being
protected from retaliation for reporting their concerns
and experiences.
With the media coverage locally and nationally and our
own students shining a light on the epidemic of sexual
violence on college campuses, I have decided to create a
similar task force for our campus community. You are
receiving this notice because you have been selected to
serve on this task force. I am charging the task force with
developing a multi-faceted approach to addressing sexual
violence on our campus. As our students are tech savvy, it
is also important to incorporate social media practices
into your report.
In response to media coverage and
increased attention from students at
Kinsey State University, the VP of Student
Affairs has created a campus Task Force
on Sexual Violence.
The Task Force is charged with ensuring
that the institution’s policies and
procedures align with federal mandates
and create the most effective system of
addressing instances of sexual violence on
campus. The Task Force must work to
change individual and collective attitudes
towards sexual violence and develop
educational programs designed to
emphasize proactive ways to stop sexual
violence.
Task Force on Sexual Violence
About the
Task Force:
Mission
The Task Force on Sexual Violence works with campus and city partners, including
students, faculty, staff, and law enforcement, to create a campus community where
sexual violence or harassment, of any kind, is not tolerated. We strive to provide the
maximum amount of support and resources to victims, while ensuring due process is
provided to alleged perpetrators. Through proactive, educationally based programs,
designed to create a positive social atmosphere at Kinsey State University, we work
to create a welcoming, safe campus for all.
Task Force on Sexual Violence
About the
Task Force:
Structure
Hearing Board
Members Include:
 Title IX Coordinator
 Staff Representatives
 Faculty Representatives
 Student Representatives*
Education & Policy Initiatives
Members Include:
 Title IX Coordinator
 Staff Representatives
 Faculty Representatives
 Student Representatives
Task Force on Sexual Violence
About the
Task Force:
Structure
Hearing Board
Members Include:
 Title IX Coordinator
 Staff Representatives
 Faculty Representatives
 Student Representatives*
Education & Policy Initiatives
Members Include:
 Title IX Coordinator
 Staff Representatives
 Faculty Representatives
 Student Representatives
Student Representatives include ex officio members from:
 Fraternity and Sorority Life (1 from each Council)
 Student Government
 Undergraduate Residence Hall staff
 Student-Athletes
Task Force on Sexual Violence
About the
Task Force:
Structure
Hearing Board
Members Include:
 Title IX Coordinator
 Staff Representatives
 Faculty Representatives
 Student Representatives*
Education & Policy Initiatives
Members Include:
 Title IX Coordinator
 Staff Representatives
 Faculty Representatives
 Student Representatives
Student Representatives serve as full members of the Education & Policy
Initiatives committee; their role on the Hearing Board is for the sole purpose of
gaining context and insight into the type of educational initiatives needed.
About the
Task Force:
The Task Force on Sexual Violence, as created by the Vice President of Student
Affairs, will exist for a minimum of five academic years, beginning immediately.
If, after five years, it is determined that continued efforts are needed, the Task Force
will continue to operate on an annually renewed basis.
Timeline
Throughout the next five years, the Task Force will recommend policy changes,
implement educational initiatives, and continually assess the campus climate in
regards to sexual violence.
Day
1
Create a campus definition of consent
Assess the campus climate and needs
Assess current policies and procedures
Form Task Force committees and recruit
student leaders
Redefine “masculinity” on campus
Bystander Intervention
programming/training
Create a campus Values Statement
Implement “Self-Defense” courses
Establish “Incident Teams”
Launch online, anonymous sexual violence
reporting system
Social media campaign
Peer Education program
Assess initiative effectiveness and changes
in campus climate
Day
30
Month
3
Month
6
Month
12
Year
2
Year
3
Year
4
Year
5
Assessing the
Campus Community
Assessing the
Campus
Community
Stakeholders
Student and Faculty/Staff Attitudes
Student Demographics
Recent Events
Current Procedures and Protocol
Stakeholders
Assessing the
Campus
Community
While the Task Force is charged with
addressing the issue of sexual violence
on campus, they cannot do it alone; “all
members of the campus community –
faculty members, administrators, staff
members, and students – share
responsibility for addressing the
problem”
(American Association of University Professors, 2012).
Residence Life staff
Greek Life staff
New Student Orientation staff
Student Conduct staff
Faculty members
Legal Counsel
Office of Equity/Diversity
Human Resources
Counseling and Psychological services
City Police
City Hospital
Bar Owners
Assessing the
Campus
Community
Methods of Assessment:
Surveys
Student and Faculty/Staff Attitudes
Students
Faculty
Staff
Focus Groups
Fraternity and Sorority members
Student Government members
Student-Athletes
In order to effectively address the issue
of sexual violence on campus, it is
critical to first understand the attitude
towards the problem among students,
faculty, and staff members.
Areas of Interest:
Assessing the
Campus
Community
Student Demographics
A key aspect in addressing this issue, is
gaining a better understanding of the
student population. Through gaining
this understanding, it is possible to
tailor educational programs toward
specific student populations.
Resident vs. Non-Resident
International Students
Socioeconomic Status
Race & Ethnicity
Gender
On-Campus vs. Off-Campus
Questions to Ask:
Assessing the
Campus
Community
Recent Events
With 24/7 access to the news and social
media, news of violent situations travels
fast. Our students are well-informed of
concerns over sexual violence; we must
use institutional memory as a catalyst
for our efforts and not allow it to be a
hindrance.
Have there been any recent, well-known
acts of sexual violence involving Kinsey
State University students?
What is being reported in the school
newspaper?
What trends are present in the campus
Clery Reports?
What trends are present in social media?
Is “Campus Confessions” still being used by
our students?
Assessing the
Campus
Community
Current Procedures and Protocol
In order to identify what policies to
implement, current campus policies
must be compared against federal
mandates and identified best practices.
In addition to the “Dear Colleague
Letter,” Kinsey State University should
utilize the American College Health
Association’s assessment checklist and
the Association of Title IX
Administrators training materials.
Where is our campus at in terms of mandated
procedures/best practices?
Assessing the Campus Community: Current Procedures and Protocol
Not
Present
Ineffective
Present
Exemplary
Not
Present
Ineffective
Present
Exemplary
Not
Present
Ineffective
Present
Exemplary
Ineffective
Present
Exemplary
The school has published and made readily accessible, grievance procedures.
Not
Present
The school has published and made readily accessible, a notice of nondiscrimination.
Not
Present
Ineffective
Present
Exemplary
A Title IX Coordinator has been identified and trained.
Not
Present
Ineffective
Present
Exemplary
Procedures and training are in place, to increase the likelihood that the school will
become aware of sexual violence on campus?
Training is in place to inform staff and faculty of their requirement to report
incidences of sexual violence and the procedure to do so.
There is a process to obtain consent from the complainant, prior to beginning an
investigation.
Adapted from the “Dear Colleague Letter” (Office of Civil Rights, 2011)
Action Plan
Publish and make easily accessible, the institution’s sanctions for violations of
sexual misconduct policies (Karjane et al., 2005)
Distribute and make easily accessible, reiterations of Title IX and “Dear Colleague”
Letter regulations to all students, employees and other campus personnel (Karjane et al.,
Overview of
Implemented
Procedures
and Policies
2005)
Establish an official statement outlining resources specifically available to victims
(Karjane et al., 2005)
Develop a comprehensive Sexual Assault Response Policy (Karjane et al., 2005)
Mandate Sexual Assault Response Training for campus security personnel (Karjane et al.,
2005)
Recruit and train a Sexual Misconduct Hearing Board (ATIXA, 2013)
Implement “Incident Teams” on campus, responding in an educational manner to
issues of discrimination related to gender and sexual orientation
Create two subcommittees of the Task Force on Sexual Violence, allowing for input
from staff and students alike
Ensure a prompt and confidential investigation process, providing support to the
victim, while protecting the rights of the accused student
Procedures
and Policies
Outcomes
Reduce barriers to reporting incidences of sexual violence
Evaluate current policies and protocols to ensure compliance with federal mandates
and regulations
Implement comprehensive training for all individuals involved with the hearing
process
Identify a minimum of one individual in each division/unit to serve as a deputy Title
IX coordinator
Overview of
Educational
Initiatives
Redefining Masculinity – “My strength is not for hurting”
Activating Bystanders – “I can stop violence”
Empowering Women – “I am strong and I will not be a victim”
Values Statement – “As a campus community, we value and believe…”
Provide students with the resources to better understand and define consent, and
ensure consent is freely given by all sexual partners
Educational
Outcomes
Implement educational programs designed to create a positive definition of
masculinity that unites men behind the common goal of stopping a climate of
sexual violence
Empower bystanders to intervene in situations that could led to sexual violence on
campus
Create community ownership for holding each other accountable to prevent
sexually violent behaviors
Develop a training program for all staff and faculty, teaching basic
counseling/procedural skills
Feminist Theory and the Antirape Movement (David S. Lee et al)
Timeframe for Implementation
Day
1
Create a campus definition of consent
Assess the campus climate and needs
Assess current policies and procedures
Form Task Force committees and recruit
student leaders
Redefine “masculinity” on campus
Bystander Intervention
programming/training
Create a campus Values Statement
Implement “Self-Defense” courses
Establish “Incident Teams”
Launch online, anonymous sexual violence
reporting system
Social media campaign
Peer Education program
Assess initiative effectiveness and changes
in campus climate
Day
30
Month
3
Month
6
Month
12
Year
2
Year
3
Year
4
Year
5
Create a campus definition of consent (Educational Initiative)
First
30 Days
Individuals who are able to define consent, have “a significantly lower
likelihood of committing sexual assault” (Foubert & Newberry, 2006)
Creating a consent focused environment, “questions traditional views about
gender and sexuality” which contribute to campus sexual violence (American College
Health Association, 2008)
Assess the campus climate and needs (General Action Item)
Assess current policies and procedures (Policy/Procedural Initiative)
Redefine Masculinity (Educational Initiative)
First
3 Months
Hold focus groups to explore how men on campus define masculinity
Use social media to gather the voices of additional men about how they define
their masculinity
Use the definitions of masculinity provided from these groups in the social
media campaign and educational initiatives
Create a Values Statement (Educational Initiative)
Bystander intervention programming works to change student behavior
through reframing social norms (Berkowitz, 2010)
An institution adopted values statement created with input from students,
faculty, and staff establishes the institution’s priority to prevent sexual assault
Implement Online Reporting System (Policy/Procedural Initiative)
Launch online platform that allows students to report issues related to sexual
violence anonymously.
Bystander Intervention Programming (Educational Initiative)
Why Bystander Intervention Training?:
 A minority of men are responsible for the majority of sexual assaults (Lisak & Miller, 2002)
 Activating bystanders reframes social norms about sexually aggressive behavior
(Gidycz, Orchowski, & Berkowtiz, 2011)
Months
4–6
Comprehensive, series based programming from professionals and peers has a
higher positive impact in changing attitudes and behaviors about sexual
assault (Paul & Gray, 2011)
Single sex programs have higher positive outcomes in changing attitudes and
behaviors about sexual assault (Gidycz et al., 2011)
Self-Defense Courses (Educational Initiative)
Women’s self-defense courses reframe victimization, liberate the self, and
enable the body (DeWelde, 2003).
The goal of these courses is to provide narratives of powerful, capable women;
change thought processes which establish a gender hierarchy; and support
women struggling with gender related concerns, such as sexual assault (Brecklin &
Ullman, 2004; DeWelde, 2003; Searles & Follansbee, 1984; Hollander, 2009; McCaughey, 1998)
These courses should be single sex but can be adapted for individuals of other
marginalized identities (DeWelde, 2003)
Establish Incident Teams (Policy/Procedural Initiative)
Establish incident teams on campus to respond to issues of discrimination
related to gender and sexual orientation
Months
7 – 12
The Incident Teams at Indiana University, work to “affirm the dignity and
worth of each person who reports an incident” and “create an environment of
respect and tolerance through campus” (Indiana University,. 2014).
Social Media Campaign (Educational Initiative)
Twitter (#dobetter); Facebook; Instagram; Pinterest
Engage students in conversations about topics such as consent, sexual
violence, and masculinity
Combat harmful social media campaigns such as “Campus Confessions”
Training Peer Educators (Educational Initiative)
Year
2
By the end of our campaign’s first year, we will have identified strong student
leaders interested in helping carry the initiative forward
Sexual assault prevention and social norms programming are best received by
male groups when presented by professionals and peers (Paul & Gray, 2011)
These student leaders will help us engage students on social media and
through Bystander Intervention programming
Once all major educational programs have been implemented and the
policies and procedures have been put in place to best respond to campus
sexual violence, the focus should shift to assessing the effectiveness of the
program and adapting to changing mandates.
Years
3–5
Assessment is a cycle, and should be conducted on a consistent basis.
Planning
Improvement
Implementation
Assessment &
Evaluation
(Banta, Pike, & Hansen, 2009)
Moving Forward
Promising Practices
Future
Programs
As an institution, we should work to be on the cutting edge of policies and
programs related to preventing sexual violence
Some institutions have experiences great success through the use of student
driven interactive theater productions, which utilize diffusion of innovation
theories (McMahon, Postmus, Warrener, & Koenick, 2014)
American Association of University Professors, (2012). Campus sexual assault: Suggested policies and procedures. Retrieved
from http://www.aaup.org/report/campus-sexual-assault-suggested-policies-and-procedures
American College Health Association (2008). Shifting the paradigm: Primary prevention of sexual violence. Retrieved from
http://www.acha.org/sexualviolence/docs/ACHA_PSV_toolkit.pdf
ATIXA. (2013). The 2013 ATIXA Campus Title IX Coordinator and Administrator Training & Certification Course
Materials.
Banta, T.W., Pike, G.R., & Hansen, M.J. (2009). The use of engagement data in accreditation, planning, and assessment. New
Directions for Institutional Research, 2009 (141), 21-34.
References
Berkowitz, A. D. (2010). Fostering healthy norms to prevent violence and abuse: The social
norms approach. In K. L. Kaufman (Ed.), The prevention of sexual violence: A practitioner’s sourcebook (pp. 147-171).
Holyoke, MA: NEARI Press
Brecklin, L.R. & Ullman, S.E. (2004) Correlates of postassault self-defense/assertiveness training participation for sexual assault
survivors. Psychology of Women Quarterly, 28 (2), 147-158.
De Welde, K. (2003) Getting physical: Subverting gender through self-defense. Journal of Contemporary Ethnography, 32 (3),
247- 278.
Fisher, B.S., Cullen, F.T.&Turner, M.G. (2000) The sexual victimization of college women. Publication No. NCJ
182369.Washington, DC: National Institute of Justice.
Foubert, J.D. & Newberry, J.T. (2006). Effects of two versions of an empathy-based rape prevention program on fraternity men’s
survivor empathy, attitudes, and behavioral intent to commit rape or sexual assault. Journal of College Student
Development, 47 (2), 133-148.
Hollander, J. A. (2009) The roots of resistance to women’s self-defense.
Violence Against Women, 15 (5), 574-594.
Indiana University (2014). Incident Teams: Mission. Retrieved from http://studentaffairs.iub.edu/incident/about-theteams/mission/
Karjane, H.M., Fisher, B.S., & Cullen, F.T. (2005). Sexual assault on campus: What colleges and universities are doing about it.
Retrieved from http://www.nij.gov/publications/pages/publication-detail.aspx?ncjnumber=205521
Lisak, D., & Miller, P.M. (2002) Repeat rape and multiple offending among undetected rapists. Violence and Victims, 17(1), 73-84.
References
McCaughey, M. (1998) The fighting spirit: Women’s self-defense training and the discourse of sexed embodiment. Gender &
Society, 12 (3), 277-300.
McMahon, S., Postmus, J.L., Warrener, C., and Koenick, R.A. (2014) Utilizing peer education theater for the primary prevention of
sexual violence on college campuses. Journal of College Student Development, 55(1), 78-85.
Paul, L.A., & Gray, M.J. (2011) Sexual assault programming on college campuses: using social psychological belief and behavior
change principles to improve outcomes. Trauma, Violence & Abuse, 12(2), 99-109.
U.S. Department of Education. (2011, April 4). Dear Colleague letter. Retrieved from
http://www2.ed.gov/about/offices/list/ocr/letters/colleague-201104.pdf
United States Department of Labor. (2013). Title IX, Education Amendments of 1972. Retrieved from
http://www.dol.gov/oasam/regs/statutes/titleix.htm