This document provides guidance for students seeking to organize and enact policy reform around issues of sexual assault on their college campus. It outlines important steps such as identifying invested individuals from staff, faculty and students to form a core group, assessing the campus climate and current policies, effective communication strategies, and how to plan a "Day of Action" demonstration to mobilize the community and apply leverage in negotiations with administrators. The overall aim is to educate stakeholders, advocate for best practices in support services and procedures, and work collaboratively with the administration to enact meaningful changes.
- The document compares President Veitch's May 1st letter outlining steps taken to address sexual assault to OSAC's 87-point evaluation matrix and 12 demands.
- 16 of the 17 actions/recommendations from the President/attorneys were previously proposed by OSAC.
- The document argues key components are missing from the letter, such as convincing arguments why promises will now be upheld, specific policy changes, and personnel changes.
- Without proper personnel and policy changes, Oxy will be unable to adequately address sexual assault issues on campus.
This document provides an evaluation of Occidental College's sexual assault policies, practices, and programming. It summarizes promising practices from research and feedback from students who have experienced the college's processes. The evaluation addresses nine topics, including the sexual assault policy, reporting and investigation procedures, adjudication, survivor support, prevention programming, and institutional features. It finds that Occidental's policy could be more accessible, readable, and clearly define important terms. It provides recommendations to improve the policy and overall handling of sexual assault cases.
This document summarizes the key requirements for schools under Title IX regarding sexual harassment and sexual violence. It explains that schools must respond promptly and effectively to address sexual harassment that creates a hostile environment. It notes that a single incident of rape or sexual assault can be sufficient to create a hostile environment. The document provides guidance on investigating complaints of sexual harassment and violence in a thorough, prompt and impartial manner, while protecting confidentiality. It stresses the importance of preventing retaliation and addressing any effects of the harassment.
This document provides an overview and executive summary of an action plan to improve inclusive employment and career opportunities for Boston youth with disabilities. It notes that of the over 4,300 Boston youth ages 14-22 with disabilities, about 60% will follow a pathway that leads to disconnection from school or employment. The action plan aims to reverse this trend through goals like improving transition services, strengthening family and community supports, increasing employer capacity to hire youth with disabilities, and strengthening coordination across systems. It outlines strategies like promoting self-advocacy, ensuring necessary supports, increasing stakeholder knowledge, and improving data collection.
The document outlines accomplishments of the IVP Office including:
1. Implementing the Circle of 6 mobile safety app at UCLA to provide an affordable emergency communication tool for students.
2. Convening a Campus Safety Alliance and hosting a Campus Safety Week to promote safety resources.
3. Working to address lighting issues in the nearby Westwood neighborhood.
4. Updating and distributing an IVP How To Guide to provide resources for student groups.
This document discusses whether Florida should eradicate vocational and educational programs within its prisons. It provides an overview of the history of education in U.S. corrections systems since the 1880s and describes Florida's current educational programs, which include GED programs, vocational training programs, and reentry preparation programs. While some argue that the programs are too costly, others believe the programs help reduce recidivism by providing inmates with skills and increasing their employment prospects after release. The document does not take a stance but provides arguments on both sides of the issue.
Este documento proporciona orientación para crear un grupo de acción para impulsar reformas en las políticas y procedimientos de un campus universitario sobre el asalto sexual. Sugiere identificar a los miembros clave de la facultad, el personal y los estudiantes, y establecer un pequeño grupo central para liderar los esfuerzos. También recomienda evaluar las mejores prácticas, propagar la información a través de un sitio web y las redes sociales, y comunicarse con la administración para negociar cambios mientras se mov
- The document compares President Veitch's May 1st letter outlining steps taken to address sexual assault to OSAC's 87-point evaluation matrix and 12 demands.
- 16 of the 17 actions/recommendations from the President/attorneys were previously proposed by OSAC.
- The document argues key components are missing from the letter, such as convincing arguments why promises will now be upheld, specific policy changes, and personnel changes.
- Without proper personnel and policy changes, Oxy will be unable to adequately address sexual assault issues on campus.
This document provides an evaluation of Occidental College's sexual assault policies, practices, and programming. It summarizes promising practices from research and feedback from students who have experienced the college's processes. The evaluation addresses nine topics, including the sexual assault policy, reporting and investigation procedures, adjudication, survivor support, prevention programming, and institutional features. It finds that Occidental's policy could be more accessible, readable, and clearly define important terms. It provides recommendations to improve the policy and overall handling of sexual assault cases.
This document summarizes the key requirements for schools under Title IX regarding sexual harassment and sexual violence. It explains that schools must respond promptly and effectively to address sexual harassment that creates a hostile environment. It notes that a single incident of rape or sexual assault can be sufficient to create a hostile environment. The document provides guidance on investigating complaints of sexual harassment and violence in a thorough, prompt and impartial manner, while protecting confidentiality. It stresses the importance of preventing retaliation and addressing any effects of the harassment.
This document provides an overview and executive summary of an action plan to improve inclusive employment and career opportunities for Boston youth with disabilities. It notes that of the over 4,300 Boston youth ages 14-22 with disabilities, about 60% will follow a pathway that leads to disconnection from school or employment. The action plan aims to reverse this trend through goals like improving transition services, strengthening family and community supports, increasing employer capacity to hire youth with disabilities, and strengthening coordination across systems. It outlines strategies like promoting self-advocacy, ensuring necessary supports, increasing stakeholder knowledge, and improving data collection.
The document outlines accomplishments of the IVP Office including:
1. Implementing the Circle of 6 mobile safety app at UCLA to provide an affordable emergency communication tool for students.
2. Convening a Campus Safety Alliance and hosting a Campus Safety Week to promote safety resources.
3. Working to address lighting issues in the nearby Westwood neighborhood.
4. Updating and distributing an IVP How To Guide to provide resources for student groups.
This document discusses whether Florida should eradicate vocational and educational programs within its prisons. It provides an overview of the history of education in U.S. corrections systems since the 1880s and describes Florida's current educational programs, which include GED programs, vocational training programs, and reentry preparation programs. While some argue that the programs are too costly, others believe the programs help reduce recidivism by providing inmates with skills and increasing their employment prospects after release. The document does not take a stance but provides arguments on both sides of the issue.
Este documento proporciona orientación para crear un grupo de acción para impulsar reformas en las políticas y procedimientos de un campus universitario sobre el asalto sexual. Sugiere identificar a los miembros clave de la facultad, el personal y los estudiantes, y establecer un pequeño grupo central para liderar los esfuerzos. También recomienda evaluar las mejores prácticas, propagar la información a través de un sitio web y las redes sociales, y comunicarse con la administración para negociar cambios mientras se mov
The document summarizes research that finds approximately 1 in 6 men experience unwanted sexual experiences before age 16. Multiple studies cited found 14-18% of men reported being sexually abused as children. However, the statistics are likely underestimates as males are less likely to report abuse. Men who experienced abuse are at greater risk for mental health issues like PTSD, depression, suicide attempts, and substance abuse. The research concludes the 1 in 6 statistic of male childhood sexual abuse is supported by scientific studies and prevalence is probably higher than reported.
1. Find a safe location and contact support systems like trusted friends or campus safety for an escort.
2. Preserve any evidence and write down details of the attack. Report the assault immediately to law enforcement or hotlines for help understanding the reporting process.
3. Seek medical care as soon as possible to check for injuries or risks of STDs/pregnancy, and request a sexual assault forensic exam within 96 hours to gather evidence.
This document lists designated Sexual Assault Response Team (SART) centers in Los Angeles County that are approved for transporting sexual assault patients by Emergency Medical Services (EMS), law enforcement, or the Department of Children and Family Services. It provides the name and address of 13 SART centers, indicating which can treat adult and pediatric patients, and whether they are approved for EMS, law enforcement, or DCFS transport. The centers approved for EMS transport can receive patients transported by ambulance, while two centers listed are for law enforcement transport only, and three are for DCFS transport only.
1) Title IX protects students from gender-based violence and harassment at school. Schools must respond appropriately to such incidents to ensure students' equal access to education.
2) If a student experiences severe or frequent gender-based harassment from someone over whom the school has authority, the school must investigate promptly and take steps to protect the student.
3) Schools cannot force students to directly confront harassers, change their own schedules or environments, or delay responding to complaints due to other investigations. They must follow proper procedures and keep students informed of the resolution.
Este documento proporciona consejos para las víctimas de agresión sexual. Recomienda encontrar un lugar seguro, preservar evidencia física, buscar atención médica y hacer un informe a la policía. También recomienda contactar líneas de ayuda para obtener apoyo y más información sobre los recursos disponibles.
"One in four women will be sexually assaulted during her college career. Sexual assault and rape effect victims and survivors in a number of detrimental ways. The victims’ and survivors’ academic and social lives are often torn apart, creating a disparity between their lives and the lives of others on campus. Title IX, part of the Education Amendments of 1972, protects women against sex-based discrimination and harassment in academia. Rape and sexual assault are considered extreme forms of harassment under Title IX. The law mandates that schools, including colleges and universities, follow guidelines set by the Office of Civil Rights to prevent and remedy inequities caused by sexual assault.
I posit that Occidental College violates Title IX by acting with deliberate indifference in regards to sexual assault and rape. To determine whether my hypothesis is correct, I measured students’ attitudes of sexual assault on campus using a campus-wide blog. I paired the qualitative analysis of the blog with quantitative analysis using a survey of survivors and victims at Occidental. After the analyses, I concluded that Occidental administration violates Title IX through deliberate indifference and because of incomplete compliance with the Dear Colleague Letter by the Office of Civil Rights."
Senior comprehensive project including original research by Fatima Avellan, Urban and Environmental Policy Major 2013. Addresses the question: What are the determining factors (or “pre-conditions”) that help lead small liberal arts college to achieve best practices and policies for sexual violence prevention? Compares Occidental College, Carleton College, and Pomona.
Presentation of Undergraduate Thesis with Distinction, Nona Gronert, Department of Sociology, Occidental College
Abstract
A National Institute of Justice (Fisher et al. 2000) report projects that between one-fourth and one-fifth of female undergraduate students will experience a rape or attempted rape during their college careers. Current research has shown that college students struggle with nonconsensual sexual encounters. The purpose of this study is to explore if mainstream television shows contribute to undergraduate students’ challenges with sexual consent. My research question is: what role do ideas about sexual consent play in people’s perceptions of sex scenes in popular media? Data were collected with audio-recorded, open-ended, semi-structured interviews with students from a liberal arts college in Southern California. The interviews included the viewing of four scenes of ostensibly consensual sexual encounters from popular television programs and questions regarding the nuances of sexual consent in each encounter. Television show scenes were chosen by assessing the top 30 television programs on the popular website, the Internet Movie Database (IMDb). The criteria for selecting television shows were that they have characters close to the age of college students and were aired on network television, thereby making these shows accessible to the public. The four scenes were drawn from Grey’s Anatomy, Gossip Girl, and The Vampire Diaries. These scenes varied in verbal communication related to sexual activity, characters’ relationship status, the presence of alcohol, and violence. Findings show that respondents populated three perspectives about the television scenes. One group considered all of the scenes consensual while another group considered none of the scenes consensual. The third group perceived some scenes as consensual and some scenes as nonconsensual. Respondents disagreed as to whether specific elements of sexual encounters, such as intoxication, violence, and verbal communication, rendered those encounters nonconsensual. Results indicate that college students’ perceptions of consent vary. These differences have the potential to cause confusion regarding consent, which may result in sexual assault.
Crosby social media the strategic contextStephen Abram
This document discusses social media strategy frameworks for libraries. It outlines the key elements of developing an effective social media strategy including learning about current trends, defining objectives, establishing governance policies, identifying activities, developing staff capabilities, measuring engagement, and listening to audiences. An important part of the strategy involves determining how social media supports existing organizational goals like marketing, outreach, and recruitment. The framework also stresses the importance of understanding risks, setting policies, and organizing teams through various governance models.
The document provides strategies for launching open education campus campaigns from various institutions. It summarizes approaches from the University of Alberta, Mount Royal University, University of Calgary, Maskwacis Cultural College, BC Campus, Alberta OER, OpenStax, SPARC, and edX. Common themes in the strategies include raising awareness, supporting individuals and teams, building partnerships, empowering communities, and sharing knowledge openly. The document advocates not reinventing existing work and provides additional open education resources.
ICT For advocacy and Developmental CommunicationDeoky5799
This document discusses advocacy and how information and communication technologies (ICT) can be used as tools for advocacy. It defines advocacy as actions that support or argue for a cause and outlines several examples of advocacy work, including organizing, educating, researching, informing, encouraging, training, lobbying, and taking actions. It then discusses developing an advocacy strategy, outlining nine questions to consider, such as identifying goals, stakeholders, and effective communication channels. Finally, it discusses different ICT tools that can be used for advocacy, including social media, blogs, RSS feeds, instant messaging, and text messaging.
This document outlines Karen Cangialosi's experience as an advocate and activist for social justice causes. It lists her involvement with numerous non-profit organizations supporting LGBTQ+, women's, and civil rights over the past few decades in Ohio, Massachusetts, and New Hampshire. It also details her roles at Keene State College coordinating diversity initiatives and women's studies programs. The document establishes Karen's credentials and experience advocating for marginalized groups.
Citation maniuplation: The good, the bad and the uglyC0pe
This document provides an overview of COPE (Committee on Publication Ethics) and its resources and services. COPE began in 1997 as a small group helping biomedical journal editors but has grown significantly. It now has over 12,000 members from various disciplines and provides many free resources like guidelines, case databases, and webinars to help editors and publishers handle ethical issues. Recently, COPE restructured its resources around 10 "Core Practices" to make information more accessible, like allegations of misconduct, authorship, peer review processes, and more. The goal is to present a high-level, principled approach to publication ethics issues on its website.
Citation manipulation the good, the bad and the uglySabahMoran
This document provides an overview of COPE (Committee on Publication Ethics) and its resources and services. COPE began in 1997 as a small group helping biomedical journal editors but has grown significantly. It now has over 12,000 members from various disciplines and provides many free resources like guidelines, case databases, and webinars to help editors handle ethics issues like misconduct, authorship, conflicts of interest, and more. Recently, COPE restructured its resources under 10 "Core Practices" to make information more accessible for members dealing with different types of ethics issues in publishing.
This presentation describes 6 essential features of successful faculty communities of practice and applies this model to building DH community of practice through the academic library.Using the Claremont Colleges Library as a case study, this presentation also offers ideas and suggestions about how to use events, programming, marketing existing expertise, and scaling up additional digital skills to establish the liberal arts college library as a Digital Humanities/Scholarship hub.
Creating a Successful Social Media StrategyWest Muse
It’s easy to get excited about social media when you hear some of the numbers: 500,000,000 people on Facebook, millions of followers on Twitter, blogs, podcasts, Instagram, and Pinterest. How do you keep up? Where do you begin? This session shares perspectives on why social media is important for museums, introduces the pros and cons of different social media options, and provides the necessary information to create a basic social media strategy for your museum.
Moderator: Kelly Koski, Director, Communications & Audience Development, Oakland Museum of California
Presenters:
Madison C. Barkley, PhD, Curator of Natural History, Education and Public Programs Coordinator, Arizona Historical Society
Annie Graeme Larkin, Curator, Bisbee Mining & Historical Museum
This toolkit provides direction for the development of a strong food system group on campus.
It will help you realize who you can connect to create a diverse and knowledge working group. By the end of this toolkit you’ll understand who you’ll need to work with and how you can bring your network together. to create a strong food group and movement on campus.
Bringing Sexuality And Rights Out In The Open Building A Platform In BangladeshIDS
This presentation was delivered by the James P Grant School of Public Health to a workshop at the Liverpool School of Tropical Medicine on improving the use of research in policy and practice.
This document summarizes key points from a presentation on social media policies for museums. It discusses defining social media, why institutions adopt social media strategies, and popular social media platforms. It emphasizes getting staff onboard with social media use and considering what to include in a policy like expectations, monitoring, and crisis response. The presentation cautions that policies should not restrict protected labor activities and provides examples of effective and problematic social media use from other organizations.
This document provides guidance on developing policies, ethical guidelines, and procedures for student media. It recommends having four separate but connected sections: a mission statement, board-level policy, ethical guidelines, and staff manual procedures. The mission statement should concisely outline the goals of the student media. The policy should establish the media as a designated public forum for student expression without prior review. The ethical guidelines should provide standards for implementing the mission while the procedures manual outlines operational processes. The document cautions against wording that could allow censorship and emphasizes developing materials to empower student decision-making.
The document summarizes research that finds approximately 1 in 6 men experience unwanted sexual experiences before age 16. Multiple studies cited found 14-18% of men reported being sexually abused as children. However, the statistics are likely underestimates as males are less likely to report abuse. Men who experienced abuse are at greater risk for mental health issues like PTSD, depression, suicide attempts, and substance abuse. The research concludes the 1 in 6 statistic of male childhood sexual abuse is supported by scientific studies and prevalence is probably higher than reported.
1. Find a safe location and contact support systems like trusted friends or campus safety for an escort.
2. Preserve any evidence and write down details of the attack. Report the assault immediately to law enforcement or hotlines for help understanding the reporting process.
3. Seek medical care as soon as possible to check for injuries or risks of STDs/pregnancy, and request a sexual assault forensic exam within 96 hours to gather evidence.
This document lists designated Sexual Assault Response Team (SART) centers in Los Angeles County that are approved for transporting sexual assault patients by Emergency Medical Services (EMS), law enforcement, or the Department of Children and Family Services. It provides the name and address of 13 SART centers, indicating which can treat adult and pediatric patients, and whether they are approved for EMS, law enforcement, or DCFS transport. The centers approved for EMS transport can receive patients transported by ambulance, while two centers listed are for law enforcement transport only, and three are for DCFS transport only.
1) Title IX protects students from gender-based violence and harassment at school. Schools must respond appropriately to such incidents to ensure students' equal access to education.
2) If a student experiences severe or frequent gender-based harassment from someone over whom the school has authority, the school must investigate promptly and take steps to protect the student.
3) Schools cannot force students to directly confront harassers, change their own schedules or environments, or delay responding to complaints due to other investigations. They must follow proper procedures and keep students informed of the resolution.
Este documento proporciona consejos para las víctimas de agresión sexual. Recomienda encontrar un lugar seguro, preservar evidencia física, buscar atención médica y hacer un informe a la policía. También recomienda contactar líneas de ayuda para obtener apoyo y más información sobre los recursos disponibles.
"One in four women will be sexually assaulted during her college career. Sexual assault and rape effect victims and survivors in a number of detrimental ways. The victims’ and survivors’ academic and social lives are often torn apart, creating a disparity between their lives and the lives of others on campus. Title IX, part of the Education Amendments of 1972, protects women against sex-based discrimination and harassment in academia. Rape and sexual assault are considered extreme forms of harassment under Title IX. The law mandates that schools, including colleges and universities, follow guidelines set by the Office of Civil Rights to prevent and remedy inequities caused by sexual assault.
I posit that Occidental College violates Title IX by acting with deliberate indifference in regards to sexual assault and rape. To determine whether my hypothesis is correct, I measured students’ attitudes of sexual assault on campus using a campus-wide blog. I paired the qualitative analysis of the blog with quantitative analysis using a survey of survivors and victims at Occidental. After the analyses, I concluded that Occidental administration violates Title IX through deliberate indifference and because of incomplete compliance with the Dear Colleague Letter by the Office of Civil Rights."
Senior comprehensive project including original research by Fatima Avellan, Urban and Environmental Policy Major 2013. Addresses the question: What are the determining factors (or “pre-conditions”) that help lead small liberal arts college to achieve best practices and policies for sexual violence prevention? Compares Occidental College, Carleton College, and Pomona.
Presentation of Undergraduate Thesis with Distinction, Nona Gronert, Department of Sociology, Occidental College
Abstract
A National Institute of Justice (Fisher et al. 2000) report projects that between one-fourth and one-fifth of female undergraduate students will experience a rape or attempted rape during their college careers. Current research has shown that college students struggle with nonconsensual sexual encounters. The purpose of this study is to explore if mainstream television shows contribute to undergraduate students’ challenges with sexual consent. My research question is: what role do ideas about sexual consent play in people’s perceptions of sex scenes in popular media? Data were collected with audio-recorded, open-ended, semi-structured interviews with students from a liberal arts college in Southern California. The interviews included the viewing of four scenes of ostensibly consensual sexual encounters from popular television programs and questions regarding the nuances of sexual consent in each encounter. Television show scenes were chosen by assessing the top 30 television programs on the popular website, the Internet Movie Database (IMDb). The criteria for selecting television shows were that they have characters close to the age of college students and were aired on network television, thereby making these shows accessible to the public. The four scenes were drawn from Grey’s Anatomy, Gossip Girl, and The Vampire Diaries. These scenes varied in verbal communication related to sexual activity, characters’ relationship status, the presence of alcohol, and violence. Findings show that respondents populated three perspectives about the television scenes. One group considered all of the scenes consensual while another group considered none of the scenes consensual. The third group perceived some scenes as consensual and some scenes as nonconsensual. Respondents disagreed as to whether specific elements of sexual encounters, such as intoxication, violence, and verbal communication, rendered those encounters nonconsensual. Results indicate that college students’ perceptions of consent vary. These differences have the potential to cause confusion regarding consent, which may result in sexual assault.
Crosby social media the strategic contextStephen Abram
This document discusses social media strategy frameworks for libraries. It outlines the key elements of developing an effective social media strategy including learning about current trends, defining objectives, establishing governance policies, identifying activities, developing staff capabilities, measuring engagement, and listening to audiences. An important part of the strategy involves determining how social media supports existing organizational goals like marketing, outreach, and recruitment. The framework also stresses the importance of understanding risks, setting policies, and organizing teams through various governance models.
The document provides strategies for launching open education campus campaigns from various institutions. It summarizes approaches from the University of Alberta, Mount Royal University, University of Calgary, Maskwacis Cultural College, BC Campus, Alberta OER, OpenStax, SPARC, and edX. Common themes in the strategies include raising awareness, supporting individuals and teams, building partnerships, empowering communities, and sharing knowledge openly. The document advocates not reinventing existing work and provides additional open education resources.
ICT For advocacy and Developmental CommunicationDeoky5799
This document discusses advocacy and how information and communication technologies (ICT) can be used as tools for advocacy. It defines advocacy as actions that support or argue for a cause and outlines several examples of advocacy work, including organizing, educating, researching, informing, encouraging, training, lobbying, and taking actions. It then discusses developing an advocacy strategy, outlining nine questions to consider, such as identifying goals, stakeholders, and effective communication channels. Finally, it discusses different ICT tools that can be used for advocacy, including social media, blogs, RSS feeds, instant messaging, and text messaging.
This document outlines Karen Cangialosi's experience as an advocate and activist for social justice causes. It lists her involvement with numerous non-profit organizations supporting LGBTQ+, women's, and civil rights over the past few decades in Ohio, Massachusetts, and New Hampshire. It also details her roles at Keene State College coordinating diversity initiatives and women's studies programs. The document establishes Karen's credentials and experience advocating for marginalized groups.
Citation maniuplation: The good, the bad and the uglyC0pe
This document provides an overview of COPE (Committee on Publication Ethics) and its resources and services. COPE began in 1997 as a small group helping biomedical journal editors but has grown significantly. It now has over 12,000 members from various disciplines and provides many free resources like guidelines, case databases, and webinars to help editors and publishers handle ethical issues. Recently, COPE restructured its resources around 10 "Core Practices" to make information more accessible, like allegations of misconduct, authorship, peer review processes, and more. The goal is to present a high-level, principled approach to publication ethics issues on its website.
Citation manipulation the good, the bad and the uglySabahMoran
This document provides an overview of COPE (Committee on Publication Ethics) and its resources and services. COPE began in 1997 as a small group helping biomedical journal editors but has grown significantly. It now has over 12,000 members from various disciplines and provides many free resources like guidelines, case databases, and webinars to help editors handle ethics issues like misconduct, authorship, conflicts of interest, and more. Recently, COPE restructured its resources under 10 "Core Practices" to make information more accessible for members dealing with different types of ethics issues in publishing.
This presentation describes 6 essential features of successful faculty communities of practice and applies this model to building DH community of practice through the academic library.Using the Claremont Colleges Library as a case study, this presentation also offers ideas and suggestions about how to use events, programming, marketing existing expertise, and scaling up additional digital skills to establish the liberal arts college library as a Digital Humanities/Scholarship hub.
Creating a Successful Social Media StrategyWest Muse
It’s easy to get excited about social media when you hear some of the numbers: 500,000,000 people on Facebook, millions of followers on Twitter, blogs, podcasts, Instagram, and Pinterest. How do you keep up? Where do you begin? This session shares perspectives on why social media is important for museums, introduces the pros and cons of different social media options, and provides the necessary information to create a basic social media strategy for your museum.
Moderator: Kelly Koski, Director, Communications & Audience Development, Oakland Museum of California
Presenters:
Madison C. Barkley, PhD, Curator of Natural History, Education and Public Programs Coordinator, Arizona Historical Society
Annie Graeme Larkin, Curator, Bisbee Mining & Historical Museum
This toolkit provides direction for the development of a strong food system group on campus.
It will help you realize who you can connect to create a diverse and knowledge working group. By the end of this toolkit you’ll understand who you’ll need to work with and how you can bring your network together. to create a strong food group and movement on campus.
Bringing Sexuality And Rights Out In The Open Building A Platform In BangladeshIDS
This presentation was delivered by the James P Grant School of Public Health to a workshop at the Liverpool School of Tropical Medicine on improving the use of research in policy and practice.
This document summarizes key points from a presentation on social media policies for museums. It discusses defining social media, why institutions adopt social media strategies, and popular social media platforms. It emphasizes getting staff onboard with social media use and considering what to include in a policy like expectations, monitoring, and crisis response. The presentation cautions that policies should not restrict protected labor activities and provides examples of effective and problematic social media use from other organizations.
This document provides guidance on developing policies, ethical guidelines, and procedures for student media. It recommends having four separate but connected sections: a mission statement, board-level policy, ethical guidelines, and staff manual procedures. The mission statement should concisely outline the goals of the student media. The policy should establish the media as a designated public forum for student expression without prior review. The ethical guidelines should provide standards for implementing the mission while the procedures manual outlines operational processes. The document cautions against wording that could allow censorship and emphasizes developing materials to empower student decision-making.
VCCI social media guidelines and policiescatkenyon65
The document provides guidelines for volunteer coordinators on using social media, including defining social media, explaining its benefits for cultural institutions, and recommending developing social media policies or guidelines to clarify what volunteers can post online regarding the institution. It also gives examples of effective social media rules from other organizations and resources for creating social media policies.
This document discusses how higher education institutions can engage students through social networking and the social web. It argues that while students and faculty want to use social media, typical social networking sites are not well-suited for academic purposes due to issues like privacy, content ownership, and identity. Instead, it presents a case study of the University of Pennsylvania's LPS Commons, which uses a virtual space focused on social learning through connection, communication and collaboration. This led to increased engagement across disciplines and countries. The document concludes by offering principles for building an effective academic engagement network using social media.
A scholastic media program needs a firm foundation. This presentation at the JEA Adviser Institute (2017) talks about writing a mission, a policy, ethical guidelines and staff procedures for such a program.
Community-Based Learning: Pedagogies, Partnerships, and Practices: Bonner Foundation
Slides for plenary session at Bonner 2014 SLI with Ariane Hoy, Ashley Cochrane, Consuelo Gutierrez-Crosby, Kristine Hart, Bryan Figura, and David Roncolato. For the faculty and administrator track at Berry College.
The document summarizes a talk given by Joseph Hardin from the University of Michigan about open courseware creation in higher education. It discusses surveys conducted of faculty and students at UMichigan in 2008 and 2009 regarding familiarity with and willingness to contribute to open courseware. The results showed higher willingness among graduate student instructors and lower familiarity overall, especially among tenure-track faculty. Future work aims to study other types of open educational activities and expand the surveys to more institutions.
The document outlines Occidental College's sexual misconduct policy for students. It defines sexual consent, notes the risks of sexual relationships where power imbalances exist, provides tips to reduce risk of sexual violence, and outlines expectations for consensual sexual behavior and procedures for handling misconduct allegations. The policy aims to protect community members' rights and safety while promoting a respectful educational environment free from gender-based sexual misconduct.
Occidental College used to have a zero tolerance policy. After paying hundreds of thousands of dollars to NCHERM and law firm Pepper Hamilton, the College now has a rape-tolerant policy that has no clear definition of sexual consent.
Occidental College used to have a zero tolerance policy. After paying hundreds of thousands of dollars to NCHERM and law firm Pepper Hamilton, the College now has a rape-tolerant policy that has no clear definition of sexual consent.
Occidental College used to have a zero tolerance policy. After paying hundreds of thousands of dollars to NCHERM and law firm Pepper Hamilton, the College now has a rape-tolerant policy that has no clear definition of sexual consent.
This document outlines the Occidental College Sexual Misconduct Policy, which prohibits sexual harassment, violence, stalking and intimate partner violence. It provides definitions for prohibited conduct and consent. The policy applies to all community members and covers conduct that occurs on or off campus. It establishes resources and reporting options for victims, as well as procedures for investigating and resolving complaints against students, staff or faculty. The college is committed to preventing discrimination, providing support for victims, and addressing safety concerns through this comprehensive policy.
Presentation about Senior Comprehensive project by Rachel Baer, politics major 2013.
"One in four women will be sexually assaulted during her college career. Sexual assault and rape effect victims and survivors in a number of detrimental ways. The victims’ and survivors’ academic and social lives are often torn apart, creating a disparity between their lives and the lives of others on campus. Title IX, part of the Education Amendments of 1972, protects women against sex-based discrimination and harassment in academia. Rape and sexual assault are considered extreme forms of harassment under Title IX. The law mandates that schools, including colleges and universities, follow guidelines set by the Office of Civil Rights to prevent and remedy inequities caused by sexual assault.
I posit that Occidental College violates Title IX by acting with deliberate indifference in regards to sexual assault and rape. To determine whether my hypothesis is correct, I measured students’ attitudes of sexual assault on campus using a campus-wide blog. I paired the qualitative analysis of the blog with quantitative analysis using a survey of survivors and victims at Occidental. After the analyses, I concluded that Occidental administration violates Title IX through deliberate indifference and because of incomplete compliance with the Dear Colleague Letter by the Office of Civil Rights."
The president shares an interim letter from experts reviewing Occidental's sexual assault policies and procedures. They recommend immediate actions including designating a full-time Title IX coordinator, revising policies over the summer, and launching educational programs. The college pledges ongoing commitment and resources to improve its response and ensure student safety.
In October 2012, Professors Caroline Heldman and Danielle Dirks of Occidental College gave this presentation to Faculty Council to provide an overview of sexual assault issues on Oxy's campus, outline OSAC's 12 Demands, and request that Faculty Council assist with 1) returning TItle IX Coordinator position back to the faculty and 2) providing formal service assignments by appointing two faculty members to a permanent sexual assault committee. The goals of this committee would be to annually review current Oxy policy and procedures and provide best practices for improving the sexual assault climate, programming, policy, and procedures on Occidental College's campus.
This article analyzes why rates of sexual assault remain high on college campuses. Through ethnographic research including interviews and observations, the authors find that sexual assault occurs through the intersection of individual, organizational, and interactional factors. At the individual level, students have expectations of partying and drinking heavily. Organizationally, residential arrangements and fraternity control of parties concentrate students and normalize risk. Interactionally, expectations that women be nice and defer to men, combined with drinking, create vulnerability. The authors argue this synergistic intersection reproduces gender inequality and predicts sexual assault as an outcome of the college party culture.
This document consists of 21 pages from the book "Fraternity Gang Rape: Sex, Brotherhood, and Privilege on Campus" by Peggy Reeves Sanday, published in 2007 by NYU Press. Each page provides the page number from the book as well as a URL and copyright statement indicating that reproduction requires permission except for fair use under U.S. copyright law.
In October 2011, Professors Caroline Heldman and Lisa Wade of Occidental College gave this presentation to President Jonathan Veitch, Dean Barbara Avery, and Dean Erica O'Neal Howard to provide an overview of sexual assault on Oxy's campus (using original data they had collected with Oxy students) and to provide best practices for improving the sexual assault climate, programming, policy, and procedures on Occidental College's campus. In response, President Veitch shared that he wanted to make Occidental a "national leader" for its treatment and handling of sexual assault and sexual misconduct.
Nearly two years later, because of ongoing sexual assault issues on campus and a lack of institutional response to improve these issues, OSAC is filing a complaint with the Office of Civil Rights for Title IX violations and a Clery Act complaint for continued misreporting of sexual misconduct on Occidental College's campus.
This document asks if sexual assault has negatively affected experiences at Oxy and defines sexual assault as any unwanted sexual behavior or contact without consent that is obtained through force, intimidation or other coercive means. It provides contact information for the Oxy Sexual Assault Coalition for students to share their experiences or learn more about their rights regarding sexual assault.
This document is Angie Epifano's account of being sexually assaulted while a student at Amherst College. She describes the assault in painful detail and how it shattered her self-image. She did not report it at the time and tried to block it out, but the trauma resurfaced and affected her greatly over the next year. When she sought help from the college's counseling center, she felt they did not take her seriously or help her in meaningful ways. She eventually had a breakdown and was involuntarily committed for treatment.
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The OSAC Model
1. The O.S.A.C. Model
Action Kit for Bringing Sexual Assault
Policy Reform to Your Campus
Getting Started:
1. Identify invested individuals from staff, faculty, and students
• importance of faculty: most permanent part of community, staff leaves and
students graduate
• importance of students: vested interest, tuition, Title IX and ACLU rights, most
directly affected by sexual assault epidemic, important bystanders, potentially
shift hook up culture
• importance of staff (administrators): staff can be strong allies but job security
and internal collegiate pressures may prevent them from fully aligning with
efforts concerning college policy and procedures
2. Identify leaders for a core group
• although change will require lots of buy in across campus, trying to mobilize and
start off with too many voices may impede progress and draw out decision
making
• trained individuals and ones already involved in these issues will provide
valuable insight into best practices and institutional memory in these efforts
• survivor voices (if available and willing) and witnesses to college policies and
procedures provide strongest testimony and best insider insight, activism may
not be a part of every survivor’s healing process however so individuals should
never be pushed to participate
• establish clear goals and a timeline for efforts, create these goals as a group
and hold to them moving forward to maintain efficiency
• core group may be strongest organizationally but does not have to include most
vocal or visible members, individuals with common goals rather than egos may
be important in keeping momentum within the group and avoiding derailing
drama
• diverse voices may strengthen the arguments and research of the group,
different perspectives may be aware of different aspects of problems on
campus that may go undetected by others, acknowledge intersectionality! (race,
gender, ethnicity, age/year)
2. Assessing your campus climate and policies surrounding sexual assault:
1. Do your research
• Research best practices including DOJ recommendations, Title IX rights and
requirements, policies and practices of peer institutions
• Some schools doing great work: Yale, Carleton College, University of New
Hampshire
2. Create a tool of assessment
• OSAC’s first project was to assemble a three column metric laying out best
practices in areas including Education, Support, Oxy’s current approach, and
offered suggestions for how to bring Oxy in line with best practices
OSAC Metric: http://oxysexualassaultcoalition.wordpress.com/resources/
▪ Nine topics assessed in our metric: Policy, Reporting Procedures,
Investigation Procedures, Adjudication, Survivor Support Services,
Prevention Programming, Evaluation, Public Reporting, Institutional
Features
Getting the Word Out:
1. Wordpress really got the ball rolling for OSAC!
http://oxysexualassaultcoalition.wordpress.com/
• create a blog or website that will be easily searchable with titles people would
use to find what your site offers (e.g. Oxy Sexual Assault, Oxy News, Occidental
College, OSAC - as visibility of your org increases)
• Allow a space for survivors to share their truth
➔ Something we learned: be sure to communicate confidentiality (no names for
legal purposes), length of entries you would like, that your group maintains
privilege to edit entries to avoid harmful content on our page, and the focus
of the posts (OSAC needed to refocus our page on experiences related to
sexual assault at Oxy acknowledging that many students experience
violence before the age of 18)
• Provide resources and education!
http://oxysexualassaultcoalition.wordpress.com/resources/
➔ Use PDF formats and presentations that can be found through SlideShare
➔ When OSAC tried to provide first year students with a report/support option
flowchart, an emergency response sheet, and guide for supporting survivors
the administration threw them out. They are now being seen by thousands of
viewers on the blog and have been adapted for use at institutions in the UK.
• Great venue for keeping people updated with your efforts and upcoming events!
3. • Get your numbers up! The more people visit your site, the higher it will be in
search results
➔ Have group members put in some time visiting and reloading your site so
that it is easier for people to find or stumble upon
➔ Use multiple tags per post including your school’s name
• Keep track of traffic to your site as proof of mass investment in your cause
which can give you leverage when communicating with administrators
➔ OSAC’s blog received thousands of hits in the first two weeks online from
across the US and abroad (5,000 hits total in the first month)
➔ Resources we created are now in use at multiple universities in the US and
the UK
2. Facebook
• Events and pages are great ways to get the word out if your campus is very
active with facebook
• If there are conflicts between involvement in your group and individual
employment, try to have someone without such concerns ‘host’ and update the
event
3. Covert operations (most important if your administrators aren’t on board yet)
• Know your campus! If people respond most to posters - make them! If email is
the way to go - send out some email blasts from listservs your allies have
access to! If there are central places like a student union, cafe, library
commons, etc - make sure you are visible, especially when getting the word out
about upcoming rallies and/or protests
• *Be mindful of clean up crews and staff at your school, although sexual violence
is vitally important, it is unfair to throw huge messy events or awareness
campaigns and expect other people to clean up after you
4. Word of mouth!
• Person to person contact trumps social media any day. If someone is invited to
a protest by a friend who teaches them about the realities of the sexual assault
epidemic, they are now invested in being a part of this amazing movement
• It is also much more awkward to turn down invites in person than to press ‘no’
on a Facebook event
Communicating With Administrators:
1. Recognize the 'Old Boys Club' mentality of administrations at most colleges
• sexual violence is still considered a taboo topic even within our media fueled
Rape Culture which normalizes violence with constant objectifying, brutal
images
4. • increases in reporting of sexual abuse may be seen to many who have not
started to examine these issues as rise in rates of crime, however, it could and
should be celebrated as more survivors feeling safe enough to come forward
• most schools don’t want to see rises in reports because of possible impacts on
school stats for incoming students and alumni donors
2. Join us! Approaching administrators as concerned allies may yield productive
collaboration
• it is difficult to break a militant image once you have been portrayed as a “loud,
angry ______(insert title here)”
3. Beware of the formation of large committees without trained individuals running
them
• creating expansive committees of people already involved in a faulty process
can produce the same challenges we advocate against in forming your coalition,
too many voices take up too much time!
• although we hope most people have the safety of students in mind, it is also
possible that such committees and bureaucratic processes can be very
effective stalling mechanisms from apathetic or resistant higher ups
4. Be up front with expectations and deadlines
• OSAC communicated 12 demands with a set deadline of when we expected to
hear back from administrators about how the “OSAC dozen” would be
implemented, at the end of the deadline would a Day of Action (celebration or
sit-in), this creates leverage while also giving administration an opportunity to
get on board and actually be celebrated
• Now that the demands have been accepted, the Oxy administration has until
May 1st to implement them with a check in on April 15th, the same Day of
Action rules apply
MOBILIZING THE PEOPLE (organizing a Day of Action):
Planning Ahead
*IMPORTANT: Before protesting, hold a meeting with people planning to attend the event
to discuss the schedule, logistics, leadership positions (e.g. peacekeepers positioned on
the perimeter of the march/sit in), how to maintain a nonviolent approach, and possible
legal and/or collegiate ramifications. The LA based organization 99 Rise provides trainings
on how to execute nonviolent demonstrations.
1. Planning and advertising logistics
5. • Print and publish a detailed schedule of events with times to be handed out at
the event
• Assign organizers specific duties (food runner, photographer, point person, etc.)
and post tasks online/document everyone has access to
• Make a map to be handed out at the rally of the route you will be taking for a
march and/or event locations
2. Feeding the masses
• Plan to bring snacks/refreshments, fueled up activists are the most enthusiastic!
3. Posters, Speeches, and Chants, oh my!
• Organize poster making, buy/find supplies, offer suggested slogans
➔ OSAC held poster making right before the march and brought stencils of our
logo to put on shirts and posters with spray paint
• Prepare chants and designate someone to pump up the crowd and keep the
chants going
• Print educational literature to be passed out
➔ OSAC printed resources from our blog including our demands and TItle IX
rights
• Write speeches explaining the logistics and purpose of the event, providing a
history of your efforts, basics of the issues, explaining changes needed to
address the issues fully
4. In the case of a sit-in*
• Schedule food runs and ask participants to bring food or cash to the event
• Make plans for restroom accessibility and breaks
• Organize shifts and ensure there is always a point person to answer questions
and communicate with authorities, administrators, participants, etc.
Hosting the Event:
1. Mark leaders and point people (e.g. arm bands, ribbons, t-shirts)
• Explain the role of leaders while passing out schedules/maps and introducing
the event
2. Introduce the event
• Explain the purpose of your group and event so all participants are on the same
page
• Emphasize nonviolent purpose and practices
• Pass out printed resources
3. Consider reading Survivor’s Stories
• It is vital to receive permission to do so from survivors directly!
• Give a trigger warning before reading any stories at the event and offer
individuals the opportunity to step out or away if they need to take time
6. • Indicate support people for individuals to talk to during the event if they need
support
4. Open forum?
• We offered time at the end of the event for people to share their thoughts
➔ Some comments became redundant thus creating a slightly awkward ending
to a powerful event, the crowd definitely thinned out during the forum
• Consider a speak out where survivors can share their stories
➔ *may be most successful if you are able to organize interested survivors
beforehand
5. Explain next steps and end on a high note
• Tell people how they can stay involved
• Explain your timeline for after the event
➔ OSAC shared the timeline we’d set up for the administration to enact our
demands (checkpoint April 15th, completed by May 1st)
• Graciously thank your amazing participants, they are awesome!