Addressing Campus Sexual Violence: Kinsey State University

1. Addressing CampusSexual Violence:Kinsey State University Indiana University SivlingHeng Woody Lawson Jasmine Scott Larry Serfozo

2. Overview of the Situation

3. 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. Overview of the Situation Members of the Student Affairs Staff Vice President of Student Affairs Task Force on Sexual Violence To: From: RE: 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.

4. Task Force on Sexual Violence

5. 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. About the Task Force:Mission

6. 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

7. 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

8. 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.

9. 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. 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. About the Task Force:Timeline

11. Assessing the Campus Community

12. Stakeholders Student and Faculty/Staff Attitudes Student Demographics Recent Events Current Procedures and Protocol Assessing the Campus Community

13. Stakeholders • 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 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).

14. Student and Faculty/Staff Attitudes Methods of Assessment: Surveys • Students • Faculty • Staff Focus Groups • Fraternity and Sorority members • Student Government members • Student-Athletes Assessing the Campus Community 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.

15. Student Demographics Areas of Interest: • Resident vs. Non-Resident • International Students • Socioeconomic Status • Race & Ethnicity • Gender • On-Campus vs. Off-Campus Assessing the Campus Community 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.

16. Recent Events Questions to Ask: • 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 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.

17. Current Procedures and Protocol Where is our campus at in terms of mandated procedures/best practices? Assessing the Campus Community 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.

18. Assessing the Campus Community: Current Procedures and Protocol 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. The school has published and made readily accessible, grievance procedures. The school has published and made readily accessible, a notice of nondiscrimination. A Title IX Coordinator has been identified and trained. Adapted from the “Dear Colleague Letter” (Office of Civil Rights, 2011)

19. Action Plan

20. 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., 2005) • Establish an official statement outlining resources specifically available to victims (Karjaneet 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 Overview of ImplementedProcedures and Policies

21. Ensure a prompt and confidential investigation process, providing support to the victim, while protecting the rights of the accused student • 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 Procedures and PoliciesOutcomes

22. 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…” Overview of Educational Initiatives

23. Provide students with the resources to better understand and define consent, and ensure consent is freely given by all sexual partners • 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 Educational Outcomes Feminist Theory and the Antirape Movement (David S. Lee et al)

24. Timeframe for Implementation

26. Create a campus definition of consent (Educational Initiative) • 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) First 30 Days

27. Redefine Masculinity (Educational Initiative) • 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. First3 Months

28. 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) • 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) Months4 – 6

29. Establish Incident Teams (Policy/Procedural Initiative) • Establish incident teams on campus to respond to issues of discrimination related to gender and sexual orientation • 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” Months 7 – 12

30. Training Peer Educators (Educational Initiative) • 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 andpeers (Paul & Gray, 2011) • These student leaders will help us engage students on social media and through Bystander Intervention programming Year2

31. 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. Assessment is a cycle, and should be conducted on a consistent basis. Years3 – 5 Planning Improvement Implementation Assessment & Evaluation (Banta, Pike, & Hansen, 2009)

32. Moving Forward

33. Promising Practices • 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) Future Programs

34. 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. 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 postassaultself-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. References

35. 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-the-teams/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. 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 References