By Whitney Wesley Alyssa Bennett Jennifer Roxas Alexander Barko

1. By Whitney Wesley Alyssa Bennett Jennifer Roxas Alexander Barko

2. Outline of presentation Sections • Introduction • Task Force • Processes and Procedures • Curriculum Map • Programs, Trainings, and Resources • References

3. Declaration Statement acknowledging pervasiveness of sexual violence on our campus • One in five college undergraduate women have been sexually assaulted or have experienced an attempted sexual assault (Paulson, 2011) • Fewer than five percent of sexual assaults that occur on college campuses are reported to police or campus authorities (Woltizky-Taylor, Resnick, Amstadter, McCauley, Ruggiero, & Kilpatrick, 2011) • College females have reported knowing their perpetrator 90% of the time (Rich, Utley, Janke, & Moldoveanu, 2010). • Being a victim of sexual assault can have detrimental consequences on a person’s physical, emotional, and sexual health (Exner & Cummings, 2010). • 8.2% of men reported being sexually assaulted (Exner & Cummings, 2010). • A paradigm shift will not occur until the social norms of victim blaming is changed (Banyard, Moynihan, & Crossman, 2009) • Providing a safe community for all campus faculty, staff, students, and visitors is part of an educators duty (Mayhew, Caldwell, & Goldman, 2011).

4. Branch out Promote- Speak -Intervene Branch out: • To promote a culture of respect • To speak up against sexual violence • To intervene and prevent sexual violence Seven Branches of Campaign • Awareness • Prevention • Reporting • Intervention • Support • Advocacy • Assessment

5. Sexual Violence Task Force • Director of Student Conduct • Director of Student Health Promotions • Assistant Dean of Students • University Police Department Representatives • University Psychologist • Title IX Coordinator • Undergraduate Student Representative • Graduate Student Representative • Faculty Member Representative • Preferably in Psychology or Sociology departments

6. Procedural guidelines • Institutional Responsibilities • Process • Address immediate needs of survivor and explain their rights under Title XI to them. • Address accused and explain to them their rights • Follow institutional reporting process and notify all stakeholders • Title IX • Grievance procedures must be posted • Must include an equal opportunity for both parties to present witnesses and other evidence and the same appeal rights • Must use preponderance of evidence standard to resolve complaints of sex discrimination • Both parties must be notified of outcome • Consent • Administration should clearly describe the nature of consent and what constitutes sexual violence in Student Code of Conduct.

7. Consent Consent… Not Consent silence under the influence of drugs or alcohol force obtained through an authoritative manner • is mutually agreed upon • is given for each sexual experience • can be withdrawn at any time • is given freely

8. Procedural guidelines • Survivors Bill of Rights • You have the right to be believed • You have the right to be given the same credibility as any other crime victim • You have the right to seek and receive help • You have the right to courteous, effective treatment • You have the right to be treated with dignity and respect, without prejudice against race, class, lifestyle, age, gender, religion, sexual orientation, or occupation • You have the right to accurate information, presented in a way that you understand • You have the right to ask questions • You have the right to make your own decisions • You have the right to change your mind • You have the right to get help and support from others • You have the right to heal.

9. Procedural guidelines • Rights of Accused (Adopted from Student Conduct Handbook) • Student Conduct Procedural Rights • Students will be given every reasonable opportunity to present information. Student rights related to the conduct process are as follows: • The right against self-incrimination. • The right to a University Advisor • The right to fair, equitable, and timely procedures. • The right to provide witnesses • To appeal decisions of the hearing • Accused individuals should be treated with unconditional positive regard through the grievance.

10. Campus partnership • Title IX Coordinator • Specified training for faculty • Sexual Harassment Certificate Online Module for all staff and faculty • Partnering with task force to help implement Sexual Violence Education Curriculum • Making programs, trainings and campaigns co-curricular requirements • Providing incentives like extra credit for students who attend seminars • Class Projects centered on awareness and advocacy • Examination of Sexual violence in Psychology, Women’s studies and Sociology courses • Programs, Training and Event Coordination • Partner with Departments and Offices on Campus • Center for Community Engagement • Student Organizations and Activities • Student Health Promotions • Center for Student Conduct • University College • School of Performing Arts

11. Curriculum map sexual violence education

12. Curriculum mapSexual violence education

13. Bloom’s taxonomy in learning outcomes

14. First year • Learning Outcomes First year students will be able to: • Recognize sexual violence on college campus. Define healthy relationships. Locate resources and articulate knowledge of reporting process. Distinguish between the nature of true consent and assault. • Articulate how drugs and alcohol play a role in sexual violence • Primary Learning Context First Year Orientation, Univ. 101, Floor Programs and Awareness Publications • Coordinating Department Office of Student Conduct, First Year Programs, and Residential Life

15. Second year • Learning Outcomes Second year, students will be able to: Understand the influence culture, norms and society encourage sexual violence. Recognize the role they play as stakeholders in the campus community. Describe how sexual violence affects, the survivor, community and perpetration • Primary Learning Context Sophomore Seminar Series(Co-curricular), Sexual Violence Theater, Awareness Campaign, Reading Survivor Blogs • Coordinating Departments Performing Arts, Counselling center and Campus Life

16. Junior year • Learning Outcomes Junior year students will able to : Illustrate the effects of sexual violence and the responsibility they have in promoting a safe environment. Differentiate situations that can lead to sexual violence and be willing to intervene and stop it. • Primary Learning Context: Green Dot Bystander Intervention Workshop, Service Learning Opportunities at Sexual Violence Shelter. BACCHUS Peer Mentor Certification, Discussion Based Seminar Series • Coordinating Departments Center for Student Engagement and Student Health Promotions and Student Activities and Organizations Required for Greeks, Athletes and Student Organization Leaders.

17. Senior year • Learning Outcomes Senior year students will be able to: Assist in bystander intervention workshop, organize awareness campaigns and coordinate prevention programs. • Primary Learning Context Service Learning Opportunities: Presenting to first years and local High School students, facilitate certification programs and act in sexual violence theater. • Coordinating Departments Women’s Studies, Center for Community Engagement, and Student Activities and Organizations

18. survivors • Learning Outcomes After survivor learning initiative survivors should be able to: Adequately integrate into the campus community, regain a sense of safety, adequately make meaning of their experience, articulate experiences and find a medium to express themselves Primary Learning Context Sexual Violence Counselor, Arts and Expression Program for Survivors, Anonymous Survivor Blogs and Service Learning Opportunities. Coordinating Offices Department of Fine Arts, Counselling Center, Center for Community Engagement

19. Programs, trainings and resources

20. Seven branches of campaign • Awareness • Prevention • Reporting • Intervention • Support • Advocacy • Assessment

21. 1. Assessment • Assessment Use as a tool to gauge students willingness to change and to see where students are developmentally at each class standing. Use as a longitudinal tool to check if changes need to be made to the curriculum. • Instrument Illinois Rape Myth Acceptance Scale. (IRMA) (Payne, Lonsway, & Fitzgerald, 1999; McMahon & Farmer, 2011) The Personal Change Readiness Assessment (Reeves, 2009) • Administration. IRMA will be administered at the start of First and Sophomore years Readiness assessment will be administered at the beginning of Senior Year • Report Report from assessment will be used to restructure curriculum of sexual violence education

22. 2. Awareness • Awareness “Importance of the awareness of the problem as a first step to taking action” (Banyard et al., 2009, p. 449). • Medium Presentations, Workshops, Rallies, Discussions, Posters, Social Media, PSA Videos etc • Topics Quick Facts About Sexual Violence, Sexual Violence Myth Acceptance, Prevalence of Sexual Violence on Campus • Objective To raise awareness about the prevalence of sexual violence on the college campus and to provide facts about sexual violence. • Outcome Accomplished if students understand the gravity of sexual violence, basic knowledge of what constitutes it and can articulate that others.

23. 3. prevention • Prevention “Community and peer norms increase offender motivation for using violence in intimate and dating relationships” (Banyardet al., 2009, p. 447). • Medium Demonstrations, Role playing, Seminar Series, and Assertiveness Training • Topics Building Healthy Relationships, What is consent?, Learn how to say NO. Reacting to a threat of violence. Am I my neighbor’s keeper? • Objectives Teach effective relationship skills that will create a culture of respect, responsibility and safety.

24. 4. Reporting • Reporting “Students do not feel that the crimes they experienced were serious enough to report, and second, the college campus environment may discourage the reporting of crime (Mayhew et al., 2011, p. 255). • Medium Media, Wallet Sized 411 Cards, Key Chain cards,, Info Session, Safe Horizon Brochure. • Objectives Students will feel comfortable reporting and also obtain knowledge of how to report, who to report to and their rights if they choose to do so. Students should be able to articulate importance of reporting to others. Students should also learn consequences of assaulting.

25. 5. Intervention • Intervention Sexual Violence is more likely to happen in environments where perpetrators recognize that there are no individuals, prepared to or willing to intervene and stop violent behavior. (Banyard,et al, 2009) • Medium Sexual Violence Bystander Intervention Program: Green Dot Bystander Intervention Program developed by Green Dot Non Profit Organization will be used. • Objective Students will know how to assess situations and potential risks. Students will be confident in their ability to speak up and intervene. Students will develop a conviction and willingness to intervene.

26. 6. Support • Support “An active learning exercise builds empathy for victims and helps participants to understand the negative impact of sexual violence on survivor by helping them to imagine what would happen if people they trusted and places they felt safe were no longer available to them (Banyard et al., 2009, p. 451). • Medium Sexual Violence Theater, Case Studies, Sexual Violence Narratives and Ally training • Objective Students will recognize internalized victim blaming mindset, they will be able to empathize with survivors and know how best to serve their needs

27. 7. Advocacy • Advocacy Seniors and other campus leaders who have participated in sexual violence education programs will develop ownership and responsibility through their own efforts as advocates. • Medium Presenting to Freshman on Sexual Violence Awareness, Organizing Awareness Events like Rallies and Sexual Violence Awareness Week and Service Learning Opportunities in Community • Objective Student leaders will set the standard for attitudes towards sexual violence and be the facilitators and mouthpiece for awareness campaigns

28. Social media Instagram will be used to post photos with myths and coinciding facts to help create paradigm shift Survivors will post anonymous blogs to share stories of how they overcame sexual violence Facebook will be used for raising awareness and will also contain important information and procedures for access TweetDeck will be used to assess learning by having participants of programs tweet impactful things PSA videos on sexual violence will be posted. Also any awareness campaign will be covered and posted on youtube

29. Sampleposter

30. Sample Pocket Card Front I have been sexually assaulted NOW WHAT? Get to a safe place Reach out to trusted friend Contact a resource Preserve evidence Seek medical attention Back • Important Contact Personnel • University Police Department • (555) 555-5576 • University Counselling Center • (555) 555-5677 • Office of Student Conduct • (555) 555-5658

31. Sample Seminar series outline Sexual Violence Education Seminar Series Semester Topics Pervasiveness of normalized sexual violence in movies Feb 5thCrystal Hall. 6pm-7pm Rescuing sex: Challenging hook-up culture March 3rdCrystal Hall 6pm-7pm Violent representations of sex in pop lingo -Hit, bang, Smash- April 7thMagnolia Hall 6pm-7pm A culture of apathy: It's easier to sit back, shut up and look the other way May 1stLakeshore Hall 6pm-7pm

32. Theory • Kolb’s Experiential Learning • 4 stage cycle • Concrete experience – full and unbiased involvement in learning experiences • Reflective observation – contemplation of one’s experiences from various perspectives • Abstract conceptualization – idea formulation and integration • Active experimentation – incorporation of new ideas into action • 4 individual learning styles • Convergers: god problem solvers and decision makers • Divergers: imaginative • Assimilators: inductive reasoning • Accommodators: “doers” • 3 stages of development • Acquisition: basic learning abilities and cognitive structures develop • Specialization: develop learning style • Integration: express learning style in work/personal settings

33. theory • Perry’s Positions on Continuum of Development • Dualism: dichotomous world view • Multiplicity: honors diverse views even when answers are unknown • Relativism: need to support opinions • Commitment: making choices in a contextual world

34. References Addressing and preventing sexual assault on campus. (2013). Retrieved from http://www.ed.gov/blog/2013/11/addressing-and-preventing-sexual- assault-on-campus/ Banyard, V.L., Moynihan, M.M., & Crossman, M.T. (2009). Reducing sexual violence on campus: The role of student leaders as empowered bystanders. Journal of college development, 50, 446-457. doi: 10.1353/csd.0.0083 Banyard, V.L. (2014). Improving college campus-based prevention of violence against women: A strategic plan for research built on multipronged practice and policies. Trauma, Violence, & Abuse, 1-13. doi:10.1177/15248380 14521027. Evans,N.J., Forney, D.S., Guido, F.M., Patton, L.D., & Renn, K.A. (2010). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass. Exner, D. & Cummings, N. (2011). Implications for sexual assault prevention: College students as prosocial bystanders. Journal of American College Health, 59, 655-657. dio: 10.1080/07448481.2010.515633. Indiana State University sexual violence prevention and response. (2014). Retrieved February 10, 2014 from http://www.indstate.edu/svp/ Mayhew, M.J., Caldwell, R.J. & Goldman, E.G. (2011). Defining campus violence: A phenomenological analysis of community stakeholder perspectives. Journal of College Student Development, 52, 253-269. doi: 10.1353/csd.2011.0045. McMahon, S. & Banyard, V.L. (2011). When can I help? A conceptual framework for the prevention of sexual violence through bystander intervention. Trauma, Violence, & Abuse, 13, 3-14. doi: 10.1177/1524838011426015

35. References cont. Myths and facts about sexual violence. (n/a). Retrieved February 12, 2014, from http://www.law.georgetown.edu/campus-life/advising-counseling/ personal-counseling/sarvl/general-information.cfm Karjane, H.M., Fisher, B.S., & Cullen, F.T. (2005). Sexual assault on campus: What colleges and universities are doing about it. National Institute of Justice, 1-16. Retrieved February 12, 2014 from https://www.ncjrs.gov/pdffiles1/nij/ 205521.pdf. Paulson, A. (2011). White House targets sexual assault on campus. Christian Science Monitor.p.N.PAG. Payne, D.L., Lonsway, K.A., & Fitzgerald, L.F. (1999). Rape myth acceptance: Exploration of its structure and its measurement using the Illinois rape myth acceptance scale. Journal of Research in Personality, 33(1), 27-68. Reeves, D.B. (2009). Leading change in your school: How to conquer myths, build commitment, and get results. Alexandria, VA: Association for Supervised and Curriculum Development. Rich, M.D., Utley, E.A., Janke, K., & Moldoveanu, M. (2010). “I’d rather be doing something else:” Male resistance to rape prevention programs. The Journal of Men’s Studies, 18(3), 268-288. Sabina, C & Ho, L.Y. (2014). Campus and college victim responses to sexual assault and dating violence: Disclosure, service utilization, and service provision. Trauma, Violence, & Abuse, 1-26. doi:10.1177/1524838014521322. Safe Horizon. (N/A). After sexual assault. Retrieved February 10, 2014 from http://www.safehorizon.org/images/uploads/misc/ 1272296041_After_Sexual_Assault_Bklt.pdf Wolitzky-Taylor, K.B., Resnick, H.S., Amstadter, A.B., McCauley, J.L., Ruggiero, K.J., & Kilpatrick, D.G. (2011). Reporting rape in a national sample of college women. Journal of American College Health, 59(7), 582-587.