1. Sexual Violence Prevention at Star University
By Erin Boyce, Katherine Himmelman & Lauren Zeutenhorst

2. Introduction
We believe in the importance of reducing sexual violence on our college campus through the expansion and creation of comprehensive efforts that engage all members of the University community. These efforts will include the continual education of community members.
The following presentation outlines the information on which recommendations are based as well as the actual recommendations for implementation on campus.

3. Overview
National statistics on the prevalence of sexual assault on college campuses
Federal Legislation
Important sexual assault literature and implications
Existing prevention models
Our recommendations for the campus

4. What is Sexual Assault?
(n.) illegal sexual contact that usually involves force upon a person without consent or is inflicted upon a person who is incapable of giving consent (because of age, physical, or mental incapacity) or who places the assailant (as a doctor) in a position of trust or authority.
(“Sexual Assault." Merriam-Webster.com)
Definition retrieved from
Prior to delving into our multifaceted approach to addressing sexual assault on our campus, it is critical to understand the definition of sexual assault as well as other terms that must be considered in conjunction with campus programs and procedures.

5. Why does this matter in higher education?
“Victims of sexual assault are more likely to suffer academically and from depression, post-traumatic stress disorder, to abuse alcohol and drugs, and to contemplate suicide.”
(U.S. Department of Education, Office of Civil Rights, 2011)
Retrieved from

6. Additional terms for consideration
Intimate partner violence
Stalking
Dating violence
Sexual violence
Domestic violence offenses

7. Statistics
In 2007, 3.9% of college women reported attempted or actual sexual penetration against their will
10.6% reported sexual touching against their will
1.9% reported a sexually abusive relationship
College men also reported on the same statistics with 1.4% indicating attempted or actual sexual penetration against their will
4.4% reported sexual touching against their will
1.3% reported a sexually abusive relationship
(American College Health Association, 2009)
Information retrieved from Shifting the Paradigm: Primary Prevention of Sexual Violence put forth by the American College Health Association
Address the need for prevention rather than solely focusing on measures for after the act has been perpetrated.

8. According to an ACHA Preventing Sexual Violence Survey...
When 297 respondents were asked “To what extent do you think your institution is effective in addressing the problem of sexual violence?” ONLY 11.8% said very effective
When the same sample was asked “How familiar are you with Bystander Intervention techniques to address prevention of sexual violence?” 38.2% said they were not familiar at all
(American College Health Association, 2009)
Information retrieved from ACHA tool kit
In response to the first prompt, 11.8% said very effective, 61.1% said somewhat effective, 8.1% said unsure, 15.5% said somewhat ineffective and 3.4% said not effective at all. Ideally ALL respondents should be indicating very effective. This indicates the need for campuses to place a greater emphasis on addressing sexual violence.
For the second prompt, 12.2% responded very familiar, 25.7% said somewhat familiar, 11.1% said unsure, 12.8% said less familiar and 38.2% said not familiar at all. This shows a greater need for bystander training on college campuses.

9. Current Regulations for College Campuses
Department of Education Office of Civil Rights
Violence Against Women Act’s (VAWA) Reauthorization
Campus Sexual Violence Elimination Act (SaVE)
Jeanne Clery Act

10. Department of Education Office of Civil Rights
Title IX – 1972
Dear Colleague Letter – issued in 2011
Retrieved from
Title IX – prohibits discrimination on the basis of sex in any federally funded education program or activity. Therefore institutions of higher education that receive federal student aid are therefore held to the standards of Title IX
DCL – was issued to explain the requirements of Title IX and to remind schools of their responsibilities to take immediate action and effective steps to respond to sexual violence and other crimes in accordance with Title IX. DCL was written to provide guidance and help schools adapt and publish appropriate procedures from addressing issues of sexual assault of their home campus.
Both are critical resources which the task force will look at closely to ensure compliance.

11. Violence Against Women Act’s (VAWA) Reauthorization
Signed by President Obama on March 7, 2013
Strengthened and reauthorized the Violence Against Women Act (1994)
Included in the bill was the Campus Sexual Violence Elimination Act (Campus SaVE)
Amended the Jeanne Clery Act
We will look more closely at the specific details set forth by Campus SaVE and the Jeanne Clery Act to gather a better understanding of the current expectations and regulations for institutions of higher education as it relates to sexual assault prevention, education, reporting and sanctioning. It is important to note though that many of these current regulations were a result of the VAWA reauthorization.

12. Campus Sexual Violence Elimination Act (SaVE)
“The campus SaVE Act seeks to address the violence women face on campus: the highest rates of stalking, the highest risk of nonfatal intimate partner violence, and 20-25% of female students experiencing rape or attempted rape.”
Information received from

13. Campus Sexual Violence Elimination Act (SaVE)
Goal: to compliment Title IX and update Jeanne Clery Act to generate….
Transparency
Accountability
Education
Collaboration
By understanding the goals set forth by SaVE, we can evaluate current campus programs that we have in place and easily identify our strengths and weaknesses as a community. After doing this we can implement strong regulations, policies and programs for survivors, those accused, and the campus community as a whole.
Transparency: incident of domestic violence, dating violence, sexual assault and stalking must be disclosed in annual crime statistics reports – change academic and living environments if need be, obtain and enforce no contact orders, clear description of disciplinary process for students and sanctions, acquire contact information about existing health, mental health, victim advocacy, legal assistance and other services available on and off campus for survivors.
Accountability: the minimum standards for institutional disciplinary procedures and proceedings should provide prompt, fair, and impartial investigation and resolution, and re-conducted by officials receiving annual training on domestic violence, sexual assault and stalking, both parties may have the other present during an institutional disciplinary proceeding, both parties will receive written outcomes of all disciplinary proceedings at the same time.
Education: primary prevention and awareness programs for all incoming students and new employees, safe and positive options for bystander interventions, information on risk reduction to recognize warning signs or abusive behavior, ongoing prevention and awareness programs for students and faculty. THIS IS CRITICAL.
Collaboration: critical for all campus partners to collaborate on this effort and make this issue a top priority in order to be able to deliver the more effective policies, procedures and programs to the campus community, additionally it is critical that the U.S. Department of Education, Justice, and Health and Human services strive to continually update best practices and prevention research regarding sexual assault.

14. Jeanne Clery Act
This landmark federal law “requires colleges and universities across the United States to disclose information about crime on and around their campus. The Law is tied to an institution’s participation in federal student financial aid programs and it applies to most institutions of higher education both public and private”
Information retrieved from
The Jeanne Clery Act outlines what crimes are mandated to be reported under federal law to our campus community. Given that our institution is a recipient of student financial aid, it is critical that the program and procedures that we recommend are in congruence with Clery Act requirements.

15. Jeanne Clery Act Requirements
Publish and Annual Security Report (ASR)
To have a public crime log
Disclose crime statistics for incidents that occur on campus, in obstructed public areas adjacent to or running through the campus and at certain non campus facilities
Issue timely warnings about Clery Act crimes which pose a serious or ongoing threat to students and employees
Devise an emergency response, notification, and testing policy
Compile and report fire data to the federal government and publish an annual fire safety report
Enact policies and procedures to handle reports of missing students
Information retrieved from
Security policies and procedures and information on basic rights guaranteed to victims of sexual assault must be published annually and made available to all current students and employees as well as perspective students.
The crime log must consist of the nature, date, time, and general location of each crime. This must be accessible to the public.
Statistics must be gathered from campus police or security, local law enforcement or other schools officials who have “significant responsibility for student or campus activities” – i.e. RDs, Student Affairs professionals, administrators, faculty, campus security, police – This is critical when drafting out plans to outline who it is that is in need of education and policy competencies regarding these regulations.
Timely warnings are limited to those crimes an institution is required to report.
With regards to emergency response – compliance requires one test of the emergency response procedures annually and policies publicizing those procedures in conjunction with the annual test.
It is evident that there is a lot of critical components that must be considered in order to be in compliance with the Jeanne Clery Act

16. Jeanne Clery Act – 7 Major Categories of Crime Reporting
Criminal Homicide
Sexual Offenses
Robbery
Aggravated Assault
Burglary
Motor Vehicle Theft
Arson
Information received from
Criminal Homicide: murder and non-negligent manslaughter as well as negligent manslaughter
Sexual Offenses: forcible and non-forcible
Burglary: evidence of unlawful entry, entry of structure, entry made in order to commit a felony or theft.
Schools are also required to report liquor law violations, drug law violations, illegal weapon possessions, hate crimes (reported by category including race, gender, religion, sexual orientation, ethnicity, and disability) which are also classified by larceny/theft, simple assault, intimidation, or destruction/damage/vandalism of property.

17. Literature on Sexual Violence in Higher Education
American College Health Association:
Shifting the Paradigm: Primary Prevention of Sexual Violence
Guidelines: Position Statement on Preventing Sexual Violence on College and University Campuses
U.S. Department of Education Higher Education Center
Getting Started on Campus: Tips for New Prevention Coordinators
Preventing Violence and Promoting Safety in Higher Education Settings: Overview of a Comprehensive Approach

18. Shifting the Paradigm Ways of prevention:
Identify social norms that support sexual violence
Strengthen sense of community
Target entire community
Link to alcohol campaigns
Use peer educators
Information retrieved from ACHA Shifting the Paradigm reading
In addition to the ways of prevention on the most basic level, ACHA recommends that key leaders discuss ways to spread information throughout campus that have been proven effective. This is reading provides a tool kit that can be used on campuses by a variety of professionals. Mental health professionals as well as student affairs professionals should understand the federal position on sexual violence on college campuses.
Further, events on campus should be implemented on all levels through efforts such as discussions, events, trainings, workshops, and other face-to-face efforts across campus.
To achieve the efforts of prevention, student organizations should be encouraged not only to attend trainings, but to initiate efforts that emphasive the importance of preventing sexual violence.

19. Disseminating Information
New Student Orientation
Residence Hall Programs
Sorority and Fraternity Housing
Organization, Clubs, and Teams on Campus
Academic Departments
Campus Radio Stations
Parents
Community Groups
Information retrieved from Shifting the Paradigm

20. Focus on Men 10 Ways Young Men Can Prevent Sexual Violence
By focusing on the 10 ways of prevention, ideas about ending sexual violence can hopefully spread among men.
Although not all men will commit acts of sexual violence, they can still play a role in educating each other through basic daily practices
Information retrieved from ACHA Shifting the Paradigm.
The 10 ways are: 1) Define Your Own Manhood
2) Talk It Over
3) Understand the Ability to Consent
4) Get a Woman’s Perspective
5) Ask Guys
6) Be Aware of Pop Culture’s Messages
7) Choose Words Carefully
8) Speak out
9) Get Involved
10) Show Your Strength

21. Position Statement- ACHA 2011
Importance of engaging the community
14 Step Plan of Recommended Actions – focuses on all levels of the University and the community
Information retrieved from ACHA Position Statement on Preventing Sexual Violence on College and University Campuses
1 – Policy statement from President with acknowledgement towards reducing numbers of prevalence
2 – Task force of varying constituents to address prevention response services
3 – Creation of policies that promote behaviors that build community
4 – Revise and enforce disciplinary regulations to demonstrate no tolerance policy for sexual violence and subsequently distribute to all of campus
5 – Educate disciplinary boards on patterns
6 – Comprehensive training on all aspects of sexual violence
7 – Create seamless victim centered response team that incorporates different levels of the University and community resources
8 – Screening for sexual violence included in patient history protocol at campus medical locations
9 – Adhere to all government level reporting requirements
10 – Curricular and non-curricular sexual violence prevention activities
11 – Alcohol free events
12 – Educational and outreach programming
13 – Create policies that address underage drinking participants who report sexual assault
14 – Publish and announce protocols on campus websites and around campus for all members to be aware of

22. Getting Started – The Higher Education Center
Critical Elements of Prevention:
Engaging partners across campus and in the community in creating solutions
Fully understanding the problem
Being fully aware of best practices in sexual violence prevention
Creating a strategic plan to address the issue
Connecting with all constituents of the University and the community
Information retrieved from article for New Prevention Coordinators.
This piece of literature focuses on involving many of the same resources and people as ACHA articles. However, The Higher Education center also notes that outreach efforts with community centers that many even involve treatment centers is beneficial. Further, creating relationships with local business owners, especially those who own liquor stores can be important. A good repetoire with police department staff. Judges and court workers. Local media personnel, elected officials, liquor commissioners and E.R. staff are all beneficial.

23. Taking Control of the Environment
To prevent sexual violence, it is crucial to cultivate a University environment that does not run-counter to the no-tolerance policy associated with such activities.
Options include:
Offer activities that do not involve alcohol (proven to contribute to sexual violence culture)
Create an environment centered on the promotion of health norms
Restrict marketing and promotion of events and products on and off campus that may contribute to sexual violence culture
Enforce the policies and efforts
Information retrieved from The Higher Education center.
It is important to note that assessment of activities that cultivate an environment that does not promote sexual violence is essential before moving forward with taking control of the environment. This best helps Universities adapt their practices to unique needs.

24. Creating Effective Programs
Programs must be based on the needs articulated by assessment data related to sexual violence on campus
Measurable goals and objectives as identified by assessment
Prior effective prevention efforts
Use of evaluation tools
Information retrieved from The Higher Education Center.
Prior effective prevention efforts should be determined through assessment efforts at other Universities and institutions that have shown to actually prevent activities related to sexual violence.
Further the use of evaluation tools is important to help further the implementation and improvement of prevention efforts.

25. Current Examples of Practice
The Sexual Assault Violence Prevention Program at Vassar College
SART programs
Pomona College Advocates for Survivors of Sexual Assault

26. The Sexual Assault Violence Prevention Program
The Sexual Assault Violence Prevention Program (SAVP) is housed within the Office of Health Education.
SAVP provides campus programming and education about sexual assault, relationship abuse, and stalking by working closely with community partners to increase campus awareness and to generate dialogue
This information is also housed within the Freshman handbook
Sexual Assault Response Team is included in this effort
SAVP includes the Sexual Assault Response Team (SART). The members of SART are faculty and administrators who provide individual support, advocacy, and information to students who have been victims of sexual assault, relationship abuse, dating/domestic violence and/ or stalking.
All interactions with the SART advocates are confidential and will be conducted with a victim-centered approach: the advocate offers the student options and choices and the student makes all decisions.

27. Sexual Assault Response Team (SART)
Focus on the victim and their individual situation
Core members
“…provide interagency, coordinated responses that make victims’ needs a priority, hold offenders accountable, and promote public safety.”
Information retrieved from
Core members of a campus SART typically consist of advocates, law enforcement officials, forensic medical examiners, forensic laboratory personnel, and prosecutors.
Often there are other team members such as EMTs, policymakers, civil and victims rights attorneys and much more.

28. SART Strengths
Minimize both short and long-term impacts of victim trauma
Help to affirm victims concerns and address different options for dealing with said concerns
Improves communication between different constituencies involved.
SART is able to reduce both short and long-term impacts by using a multidisciplinary approach that activates professionals at all levels of the process that victims of sexual violence experience.
Some of the specific ways that SART helps victims are by providing support during medical procedures and interviews, providing emotional support during the process of navigating the justice system, having designated facilities proven to have quick response time, ensuring that providers follow the proper chain of command, building a community to which referrals can be provided and trying to compile many processes into as few as possible so victims can begin the process of recovery.

29. Pomona College Advocates
Student advocates
On and off campus support listings
Promotion of self care
Basic information for supporting victims
Information retrieved from
This unique program focuses on establishing peer advocate relationships and training students to help each other with issues that may arise in relation to sexual violence. Specifically, this program allows a group of advocates to be trained each year and aid in the prevention and support of sexual violence on their campus. As a result of these efforts, victims not only have peer support during an incredibly difficult time, but they are given resources both on and off campus.
This program also places a great emphasis on self-care both for victims and those that are helping victims to cope with the sexual violence they have faced. This information is available online and immediately, therefore readily available in an age where technology continues to be increasingly important in means of research and communication.

30. One-in-Four Men’s Program Women’s Program
1. Help men understand how to help women recover from rape.
2. To increase the likelihood of bystander intervention in potentially high-risk situations
3. To challenge men to change their own behaviors and influence the behavior of others.
Women’s Program
1. Enable women to recognize characteristics of high-risk perpetrators.
2. Enable and Empower women to intervene in potentially high risk situations
3. Enable women to help rape survivors
Information retrieved from
This comprehensive approach focuses on men by teaching an hour long workshop that is typically presented by a male peer to an all male group.
The program outline of the men’s program is that it begins with statistics and definitions of sexual assault, followed by a video during which a police officer describes a rape experience. Then the steps regarding helping women to recover are discussed followed by bystander intervention information.
The women’s program focus is on how to identify high-risk behavior and situations and prevent sexual violence through bystander efforts.

31. Our Recommendations Addition of Title IX Coordinator position
Program Creation and Evaluation:
SART
Bystander Education across campus constituencies
Advocacy program
Safe-space technology map
One-in-Four groups
Report training
Poster and Social media campaign
To insure compliance with federal standards, it is essential that we immediately begin the search for a Title IX Coordinator on our campus and at least temporarily assign these duties to another staff member until the position is filled.
We propose that a our SART program be enhanced on campus by evaluating its current operations and then re-aligning efforts with the tool-kit provided as needed. We suggest that members of the SART team be composed of not only of the regular core, but of various campus constituencies so that all members of the community are educated and engaged in efforts.
Further we believe that bystander education must be created and required across campus. For faculty and staff, bystander education should be received so that they can help to promote efforts to educate students and be a resource to students, regardless of the situation. We propose that this can be done in conjunction with human resources as a required session within the first three months of employment and by giving current employees 6 months to complete the training. Students should also receive bystander training, so we believe that campus leaders such as Resident Assistants should receive this as part of their training. We propose adding Bystander Training to the educational credits that student organizations must complete each semester so that each organization can reduce the risk of sexual violence at any of their events. Bystander training should also be worked into first year orientation, largely through floor programs in the residence halls as all first year students are required to live on campus.
To address the unique needs of survivors and the sensitivity of the situation, we propose creating an advocacy program that trains students at Star University so that they are capable of aiding sexual violence survivors and providing peers with the appropriate resources.
Stemming from the advocacy program, we suggest that the university uniquely adapt the mobile device application used for the bus map on campus to create a map of safe spaces on campus. On this map, offices with biographical information about staff and faculty would be included at the discretion of the individual to help in creating a system of care and safety for the victim.
To complete Bystander training we also propose that One-in—Four groups be created on campus. This may result in collaboration efforts with other local schools in beginning years, but we would like to offer students the opportunity to learn from each other and will encourage participants in the peer advocacy group to be involved with these efforts as well.
We recommend that all faculty and staff receive training on how to accurately report sexual misconduct to appropriate agencies so that the chain of command is never at risk for not being followed. This can be implemented as part of the previously discussed bystander training efforts for faculty and staff.
Lastly, we believe that a poster and social media campaign with students, faculty, staff and prominent local figures expressing no tolerance for sexual violence and addressing prevention techniques should be developed on campus. This campaign can use kiosks on campus, flat screens, University twitter and facebook accounts and wall space on campus property as designated by the posting policy at Star University.

32. Recommendations
We believe it is important for high level administrators and our task force to create an action statement that recognizes the existence of sexual violence to be adopted by campus constituencies as a show of solidarity in Star University sexual violence protection efforts.

33. Recommendations
Our conduct system should be evaluated to insure that it follows a “no-tolerance” policy for sexual violence that places victims as the priority. Although following the judicial process is crucial, victims should be protected and feel safe by the granting of protection orders on campus and the creation of safe spaces on campus for victims at all times.

34. References
American College Health Association, (2009). Shifting the paradigm: Primary prevention of sexual violence. Retrieved from website:
Langford, L. U.S. Department of Education, The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention. (n.d.). Preventing violence and promoting safety in higher education settings: Overview of a comprehensive approach. Retrieved from website:
One in four programs. (n.d.). Retrieved from
Pomona college advocates. (n.d.). Retrieved from
SART toolkit: Resources for sexual assault response teams. (n.d.). Retrieved from
“Sexual Assault." Merriam-Webster.com. Merriam-Webster, n.d. Web. 21 Feb assault
Sexual assault and violence prevention. (n.d.). Retrieved from
Stubbs, H. U.S. Department of Education, The Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention. (2008). Getting started on campus: Tips for new prevention coordinators. Retrieved from website:
Summary of the jeanne clery act. (n.d.). Retrieved from
The campus sexual violence elimination (save) act. (n.d.). Retrieved from clerycenter.org/campus-sexual-violence-elimination-save-act
U.S. Department of Education, Office of Civil Rights. (2011). Dear colleague letter: Sexual violence background, summary, and fast facts. Retrieved from website: