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EVERFI Webinar: The Dear Colleague Letter Si Years Hence
- 1. The Dear Colleague Letter, Six Years Hence A National Portrait of Sexual Violence Prevention Efforts in Higher Education Holly Rider-Milkovich Senior Director, Prevention Education
- 2. A partnership to champion sexual violence prevention http://campuspreventionnetwork.com/blog/need-help-channeling-student-activism-ten-strategies-for-sexual-assault-awareness-month/
- 3. A partnership to champion sexual violence prevention http://campuspreventionnetwork.com/resources/charting-the-path-forward/
- 4. Sexual Assault Diagnostic Inventory (SADI)
- 7. A Model for Comprehensive Prevention
- 11. Visible Leadership “The work of preventing and responding to sexual assault is one of the highest priorities we have here. . . But it is hard work, because it is about changing culture” Adam Falk, President VPSA President
- 15. Spotlight: University of Puget Sound Sexual Assault Working Group Sexual and Gender Violence Committee Prevention & Education Policy & Procedures
- 18. Programming Frequency – Advanced Schools
- 19. Theory and Logic Models 80% based their programming in at least one theoretical model Impact Inputs Outputs 73% Advanced schools use logic models
- 20. Addressing upstream and downstream factors associated with perpetration. PERPETRATION Educating and empowering students to identify, reduce, and react to risk. VICTIMIZATION Creating a community that promotes safe, healthy, positive attitudes and actions. COMMUNITY Instituting comprehensive and effective disciplinary systems and processes. POLICY& ADJUDICATION Offering accessible and accommodating resources to ensure survivors’ health and wellness. COUNSELING &HEALTHCARE Creating a community that speaks out against violence and supports survivors. ADVOCACY &SUPPORT PREVENTION RESPONSE&INPUTS The purpose of your efforts, towards which you direct the use of resources. GOALS The tangible and intangible resources available to help you achieve goals. The overarching ideals and objectives of your institution. MISSION FORMATIVE PROCESS SUMMATIVERESEARCH & EVALUATION What problem are we trying to solve? Why does it matter? What are our goals? What outcomes need to happen to meet our goals and what activities will produce them? What resources do we have? What do we need?
- 21. Spotlight: Juniata College “I came with a vision, but not a plan” Jody Althouse Phase 2: Make Decisions Phase 3: Finalize Prevention Plan Campus- voting Crowd- sourcing focus groups focus groups focus groups Student, staff, facultly, admin buy-in Phase 1: Generate Ideas Crafting Juniata’s SV Prevention Plan
- 22. Programming
- 23. In-Person Delivery Led by: Community Partners: 60% Campus Prevention Pros: 87%
- 26. Who Are (and Aren’t) We Reaching?Who Are (and Aren’t) We Reaching? First year students 96% 26% LGBTQ Students Resident advisors 94% 16% Prior victims Athletes 81% 9% Racial/ethnic minority students Student leaders 68% 10% Studentswith disabilities Greek life 60% 9% Non-traditional students MOST AND LEAST TARGETED SELECTIVEGROUPS(sexual assault)MOST AND LEAST TARGETED SELECTIVE GROUPS
- 27. Ready to SADI Your School?
- 28. To support colleges and universities in driving lasting, large-scale change on critical health, wellness, and safety issues facing students, faculty, and staff. The CPN Mission
- 29. CPN Resources WEBINARS Digital professional development opportunities PRESENTATIONS Downloadable prevention training materials PUBLICATIONS Research-based guidebooks and white papers EXPERT BLOG Ongoing blog posts from prevention/compliance pros
- 30. The CPN Pledge POLICY CRITICAL PROCESSES INSTITUTIONALIZATION PROGRAMMING My institution pledges to embody the mission of the Campus Prevention Network. As a member of the Campus Prevention Network, my institution is committed to assessing our efforts and striving towards best practice in our prevention programming, policies, critical processes, and institutionalization.
- 31. • 100% offer student prevention training opportunities 1-2/week • 100% use theoretical frameworks to guide prevention training • 40% provide 40+ hours of required training for peer educators • 60% deliver tailored prevention training for LGBTQ students BENCHMARKING How does your campus compare to the nation’s leading institutions? Sexual Assault Diagnostic Inventory
- 32. TAKE THE PLEDGE TAKE THE DIAGNOSTIC TAKE A BOLD STEP FORWARD
- 33. Type “SUMMIT” in the question box to receive a special offer on registration
- 34. The Dear Colleague Letter, Six Years Hence A National Portrait of Sexual Violence Prevention Efforts in Higher Education Holly Rider-Milkovich (hrmilkovich@everfi.com) Senior Director, Prevention Education
Editor's Notes
- Firt launched in 2014, Its On Us works to educate, engage, and empower students and communities across the country to be a part of the solution to ending sexual violence. The campaign has three core pillars: consent education, increasing bystander intervention, and creating an environment that supports survivors. Over the past two years, It’s On Us has grown to include over 95 partners and 350,000 pledge signers. Students across the country have hosted 1,400 events on 533 campuses.
- Beginning in Fall of 2016, Its On Us launched the campus innovation program. The Campus Innovation Program is unique in its goal to amplify the incredible work that is already being done by students and administrators across the nation, and to help institutions implement sustainable change. The program will build upon the ideas that school administrators and student activists are already promoting to create safe and inclusive campuses for survivors of sexual violence and their allies. This program will create a network of campus administrators and provide opportunities to facilitate scalable change on campuses of all shapes, sizes, and demographics; and to share best practices and resources within that network. EverFi is proud to partner with Its On Us to share our tools and resources for increasing campus’s sexual violence prevention efforts reach and strength. As a part of that partnership, we provided all campus innovation schools with an opportunity to complete the sexual assault diagnostic inventory-–along with other EverFi partner schools. This webinar highlights the cumulative results form all the colleges and universities that have completed the SADI. EverFi’s Campus Prevention Network, in collaboration with It’s On Us, has examined the current state of sexual assault prevention to identify positive national trends in higher education and spotlight areas that schools need to continue to focus their attention. We want to commend each campus that has committed to the self-review that the SADI represents.
- Simply participating in the SADI has been cited as a valuable educational/training exercise by prevention educators and their campus partners. The data from your SADI submission will ultimately provide insights to inform and improve your prevention efforts, including: highlighting current successes, identifying key focus areas, and benchmarking efforts compared to other institutions.
- Programming is often the first, and sometimes the only thing that someone thinks of when they are asked to consider prevention efforts on their campuses—and this makes sense! We’re in the business of educating. However, decades of research on effective prevention practices have demonstrated that just delivering programming is not enough to create the lasting culture change needed to reduce the rates at which individuals on campuses commit or experience harm. We need to go to the spine or the base of an organization and look at how these messages are institutionalized, what processes are in place to ensure efforts are coordinated, informed by evidence, theories and research, and evaluated for efficacy, and then look at the programming-both the what, the how, the who and the when.
- The responses from participating institutions were 60% analyzed based on the weighted importance of each item with regards to alignment with best practice. This allowed institutions to be categorized as Emerging, Developing, Proficient, or Advanced in each of the three pillars covered in the SADI. Like most self-study inventories, the SADI relies on institutional self-reported data to determine its findings; the information included in this report is accurate to the degree that schools and colleges have entered information that is true for their campus. Additionally, it is important to note that this report does not include SADI insights related to programming efforts directed at graduate or professional students. We recognize the importance of developing and delivering sexual assault prevention programming that is designed to meet the needs and concerns of these students, and have identified this topic as an area for further investigation.
- This domain explores the commitment of senior leadership to an institution’s prevention efforts. Institutionalization focuses on resource allocation and staffing, accountability, and visible prioritization of prevention across the greater campus community.
- 75% spoke on the issue at least once in the year; and 25% spoke on it 4 or more times. Among advanced institutions, the percentage of college presidents who speak to the issue four or more times per academic year rises to nearly 50% This is an excellent place to develop relationships with Public Affairs and media relatoins, to cultivate a connection with your president’s speechwriter to help them develop the knowledge and skills and familiarity with your institution’s efforts so that senior executives are comfortable with speaking about this issue—can fluently discuss your institution’s success as well as challengs, and know what your specific plan is to enact transformation on your campus. college presidents who most successfully speak about sexual assault share these traits: they discuss their current campus climate with transparency; balance compassion for those who have experienced harm with the importance of strong due process protections for all students; and provide specific, accurate information about the institution’s efforts to prevent sexual assault and support impacted students.
- In our sample, over a third of presidents (39.7%) have specifically charged a campus working group or committee that is focused on sexual assault prevention efforts and over half of college presidents (53.4%) are involved in a prevention committee or taskforce in some way. With that, some may ask: why do you care so much about presidents, vice presidents, chancellors, provost talking publicly about this issue?
- Ideally, college and university presidents will, in the words of University of Michigan President Mark Schlissel, “feel personally responsible for the safety and well-being of all students” and translate that personal and institutional commitment into stable, ongoing funding and personnel support.
- Size matters: Currently no institutions that enroll over 15,000 students achieve advanced status. For large institutions otherwise reporting strong prevention efforts, the critical gap is clearest in the area of dedicated FTE and allocation of prevention budget dollars. In contrast, small institutions (undergraduate enrollment below five thousand students) spend significantly more per student on sexual assault prevention and have more significant staffing I’ll say one last word as it relates to institutionlization. When we analyze the aggregate results of schools’ institutionalization scores with their aggregate programming scores, we find that there is a 12% positive difference in programming scores for those school with strengths in institutionalization. This finding suggests a relationship between strengths in programming and strengths in institutionalization and supports a focus on increasing institutional support as a part of a campus’s overall strategy to improve their comprehensive prevention efforts
- SAWG formed in 2013 Led to the creation of SGVC, Chaired by the Associate Dean While there are a combined total of 2 FTE who specifically address sexual violence prevention and response on campus whose undergraduate enrollment is approximately 2600, U Puget Sound has at least 50 staff and/or faculty who see SA prevention and response as core to their mission. The group’s charge is to make sure U Puget Sound’s efforts are coordinated and informing each other Group includes also students and community stakeholders such as their local sexual assault service provider. Associate Dean Marta Cady described their work as a “lean machine” Some major progress markers include increasing resources for survivors and increasing campus knowledge of resources for survivors; addressing misalignments or gaps in policies and prcedures related to faculty and staff; supporting increased efforts in transparency of process; and in developing a comprehensive strategic plan. Continuing to identify areas of growth—increasing their outreach to staff and faculty, addressingtheir pecific concerns and needs out oa recognition that he experiences of faculty and staff are a part of the greater campus climate
- What do we mean by critical processes? Those processes that are in place to translate an institution’s resources and commitment into an effective prevention strategy. Critical processes include data collection and evaluation, goal-setting and strategic planning, and capacity-building and collaboration.
- Logic models are valuable tools for campuses to use in developing as well as evaluating their campus prevention efforts. Logic models are also useful in fostering a shared understanding of an institution’s comprehensive prevention plan among various stakeholders, clearly and succinctly describing how the various programs and activities work together, and creating accountability to achieve goals. Campuses that have achieved advanced status report using logic models over two times more often (than campuses who have not earned this designation (33.8%). This finding represents an opportunity for schools and colleges that have not yet developed a logic model for their prevention efforts to engage the evaluation expertise of faculty and institutional research staff members for support in this important area.
- And logic models are ultimately about helping an institution chart a path towards progress on articulated, agreed-upon, SMART goals. 91% of advanced institutions reported having developed specific and measurable prevention goals versus only 32.8% of all campuses reported that they have identified goals. This critical process is particularly important because goal-identification proves to be a good predictor of whether institutions have also engaged in a strategic planning process. Of those campuses that identified goals, 77% reported that they revisit those goals annually, and 67% report having developed a strategic plan specifically related to their comprehensive sexual assault prevention programs. Here are the 4 questions - takes time and effort, but worth it Creates structure, holds you accountable Shares vision for your work with other key stakeholders Helps make the case for additional resources and support All of this is important, but ultimately this process demonstrates your institution’s commitment to its mission
- Juniata’s story really is about investing long-term in prevention; seating authority for making decisions about prevention with the content experts, and providing students with strong backbone support so that they can drive the change process in a meaningful, and informed way. Real leadership—received a grant from the OVW campus grant program, but made the decision at the beginning of the grant that the position would continue with institutional funding once the grant funding was completed. “Our administration is not afraid to learn from their students”
- Programming consists of the focus and frequency of primary prevention programs, what community groups they have been adapted for, and to what extent they are theory-driven and evidenceinformed.
- 80% of campuses are providing professional supervision to their peer educators—which is GREAT news!
- As a nation, we need to do a much better job developing and delivering specific programming for students of color on campus. Even among institutions that are designated as “advanced” in their Programming, only 20% are delivering targeted programming to students belonging to underrepresented racial or ethnic minority groups. In the general sample, this result is even worse: fewer than 10% of campuses report delivering targeted programming to underrepresented students on campus (8.8%). Plug for Annual summit here—and Michelle Munro and Sarah Rominski’s talk For lgbtq students, the picture is somewhat better. While over 60% of advanced institutions are reaching these at-risk students, across the whole sample just over 25% of campuses have developed and delivered targeted programs for students who identify as LGBTQ. Additionally,
- What is the culmulative upshot of this information for schools and colleges nationally? we encourage senior administrators to continue speaking publicly about the importance sexual assault prevention on their campuses in order to visibly demonstrate their commitment to the issue and its importance to the institution as a whole. Campuses recognize the importance of developing and delivering rigorous, theory-driven programming that is appropriate to the broad undergraduate student body as well as particularly vulnerable subpopulations. And that is a positive improvement. But, progress will not be achieved without greater investment in prevention. many institutions—particularly mid-sized and large schools—do not have the level of prevention personnel or programming dollars necessary to execute the strategic planning, program development, and program evaluation needed to move the needle on this mission-critical issue. Institutions are much more likely now to be on the same page as to wat is needed and now require the investment to get it done. SO—are you ready to SADI your school? Here’s how!
- Whether you’re a community college, small private institution, or large public university, the Campus Prevention Network is committed to engaging, supporting, and empowering you to do the best work possible in making positive impact on issues like sexual assault, alcohol and other drug use, wellness and mental health, diversity and inclusion, and compliance efforts. Many of you all will be interested in sexual assault resources. Be sure to call out AOD – esp in legislation and compliance We’re also excited to share resources across a domain of wellness areas because we know that these issues are related and must be addressed together in order for us to be effective.
- Through CPN, we want to enable all institutions to benefit from the collective knowledge and perspectives of their peers and the breadth of expertise offered by our team of prevention and compliance professionals. The CPN website includes a variety of open-access resources across the core prevention topics outlined in the previous slide. Website will be continuously updated with new materials to support schools in this important work. So for example… We will send you recording and slides for this webinar, but it will also be added to the CPN site You can also download the report that we featured in this webinar on the site to share with others on your campus. CPN newsletter will include upcoming events, new publications, and recent blog posts – sign up on the site
- We know that most schools are deeply committed to creating safe, healthy living and learning environments for their community We encourage all schools to demonstrate their dedication to prevention by becoming a participating member of the campus prevention network Schools can activate their membership by taking CPN pledge, which serves as an outwardly visible statement of commitment to doing the best work possible around prevention This pledge goes beyond striving for best practice to also include assessing your efforts and measuring progress in the key pillars of prevention shown here
- As part of the initial launch of CPN during SAAM, pledge-taking members will have access to EverFi’s Sexual Assault Diagnostic Inventory SADI is a comprehensive research-based assessment of their prevention programs and practices – across each of the pillars on the previous slide In addition to evaluating the strength of your prevention efforts as they compare to research-based best practices, also benchmark against leading prevention institutions Each participating is given a designation of emerging, developing, proficient, and advanced in each segment of the diagnostic Once you complete the diagnostic, you will receive a report that will allow you to benchmark against the highest scoring advanced institutions (and recommendations) Simply participating in the SADI has been cited as a valuable educational/training exercise by prevention educators and their campus partners. The data from your SADI submission will ultimately provide insights to inform and improve your prevention efforts, including: highlighting current successes, identifying key focus areas, and benchmarking efforts compared to other institutions. There has been so much recent emphasis on the shortcomings in campus prevention and response efforts, CPN aims to shift the narrative by highlighting campuses doing exemplary work
- Share cpn.com URL Encourage you to go to CPN.com to learn more about taking the membership pledge and participating in the SADI Each year, CPN schools will be published to recognize and highlight the dedication of participating members Also check out all of the great resources there, and learn more about some exciting upcoming events