Presentation Transcript

1. An Integrated Approach to Safety:Addressing Sexual Violence & Misconduct on College Campuses

   Montclair State University Moira Curtis - Megan Kearney - Anthony Romano
2. Presentation Outline Introduction Purpose Approach Theory Learning Outcomes Learning Modules Technology Assessment/Conclusion References
3. Introduction In response to the assignment of assuring thatsexual violence and sexual misconduct are prevented and addressed on college campuses, this task force proposes the following: the implementation of a mandatory curriculum course on sexual violence. The following presentation will outline and present our plan to change the general education curriculum to include an informative and engaging service learning course.
4. Purpose The purpose of building a course into the curriculum that addresses sexual misconduct is to start cultivating a college community and culture where sexual violence is not accepted.
5. AnIntegrativeApproach While an addition to the general education curriculum is a change within the Academic Affairs spectrum, the course itself will be co-taught by a Student Affairs professional and a faculty member. Depending on the learning module assigned for that week, an on-campus Student Affairs professional will address current trends, issues, and student resources available on the subject matter.
6. Institutionalization Theory This three-step model addresses institutionalization as a core component for developing cultural changes in disciplines (in our case, sexual violence culture). Mobilization Recognition that change is needed and individuals question the current practices & policies. The class and weekly modules will identify sexual violence misconceptions and issues on the campus. Implementation Support for the movement is created, mobilization of faculty and students for a cause. Faculty in conjunction with Student Affairs leaders will educate and mobilize students. Institutionalization All members accept the alteration of the sexual misconduct values and implement them as the social norms and values of the institution. Kezar & Lester (2009)
7. Implementation (Act) Mobilization (Plan) Institutionalization (Sustain) Project Kaleidoscope: Model for Change Interdisciplinary Community: Reflective Innovative Integrated
8. ProjectedLearningOutcomes Multicultural and Transnational Awareness Critical thinking Skills Problem Solving Skills Ethical decision making skills An understanding of world and national issues Awareness of issues related to diversity
9. Policies: Ensuring the rights of those accused of sexual violence are met Throughout the course students will be educated upon the following policies: Violence Against Women Act (VAWA) Jeanne Clery Act The Campus SaVE Act
10. Violence Against Women Act (VAWA): Background This is a United States Federal Law of the Violent Crime Control and Law Enforcement Act of 1994, which was originally signed by President Bill Clinton. This act provides $1.6 billion towards investigation and prosecution of violent crimes against women and imposes automatic and mandatory restitution on those convicted. This act also established the office of Violence Against Women within the Department of Justice. The VAWA was drafted by Senator Joe Biden with support from a broad coalition of advocacy groups and passed through Congress with bipartisan support in 1994. On March 7, 2013, President Barrack Obama signed the VAWA reauthorization act of 2013.
11. The VAWA as a Comprehensive Approach to Violence Against Women Strengthened federal penalties for repeat sex offenders and prevents offenders from using a victim’s past sexual conduct against them during a rape trial. Mandates that victims are not forced to bear the expense of their rape exams or for protection order. Assistscommunities in developing dedicated law enforcement and prosecution units for domestic violence. Ensures that police respond to crisis calls and training of law enforcement officers, prosecutors, victim advocates, and judges.
12. Jeanne Clery Act and the Campus SaVE Act The Campus SaVEAct, enacted in March 2013, is most recent and far reaching legislation in a long line of laws to protect students from sexual violence and harassment. The SaVE Act applies to all post-secondary institutions that participate in federal student financial assistance programs under Title IX of the Higher Education Act of 1965. The SaVE Act is an amendment to the Jeanne Clery Act, which was enacted in 1990 by President George H. W. Bush. The Jeanne Clery Act was named after a victim of rape and murder that occurred at Lehigh University in 1986. Each eligible institution must begin to collect the following information in respect to campus crime statistics and campus security policies. Beginning in September 1992, and each year thereafter, institutions must prepare, publish and distribute to all current students and employees an annual security report
13. Overview of the Course A general education courseis the best solution for informing, preventing, and making a change on the university campus since it is more thana traditional, one-time student life “program.” The implementation of the general education course is structured and educational while simultaneously engaging the community through programming. A course designated to the topic of sexual misconduct is necessary since it gives students an outlet to discuss a serious subject matter that they may not feel comfortable addressing in a traditional student life program. Additionally the course addresses the needs of survivors, letting them become aware of outlets for assistance on the campus. The program fits in the General Education curriculum since it expands the knowledge and comprehension of the student body on a serious societal issue. Also, it fosters an atmosphere for group work, innovative thinking and the development of public speaking skills. A partnership between faculty and the student affairs administration staff is beneficial to both the student body as well as the university. Working with the two disciplines intertwined, students will be able to apply what they are learning in the classroom to campus initiatives and “real world” scenarios, and provides a breadth of resources beyond the course.
14. Modules Module 1: Defining Key Terms Module 2: Myths of Sexual Misconduct Module 3: Prevention through Programming Initiatives Module 4: Projected Learning Outcomes Module 5: Presentation of Learning Outcomes
15. Module 1: Defining Key Terms Learning Objective: To inform students about sexual assault, rape, and consent Defining terms is difficult because of ambiguity. Individuals vary in what they consider rape or sexual assault. Neither rape nor sexual assault have a single clear definition, but vary from State to State and person to person.
16. Module 1: Defining Key Terms Lesson Plan Students will be taught about key terms such as sexual assault, rape, rape myths and acceptance and consent. Students will discuss and share feelings and attitudes regarding these issues in class and through social media such as Twitter, Blackboard and Facebook.
17. Module 1: Defining Key Terms Sexual Assault Legal definition: Non-consensual sexual contact and/or intercourse. Students’ understanding of sexual assault improves after instruction and exposure to different scenarios. Sexual assault may also include unwanted fondling, touching, or other sexual acts that do not involve penetration, but are sexual in nature and are without consent of victim. Franciuk(2007) Rape Myth Stereotyped or false beliefs about rape, rape victims, and rapists. Attitudes and beliefs about gender role stereotyping and acceptance of violence as part of an intimate or dating relationship. Rape myth acceptance – A construct referring to an individuals level of agreement with erroneous beliefs about the causes and consequences of sexual assault. Paul et al. (2009), Garrity (2011)
18. Module 1: Defining Key Terms Rape Legal definition: According the United States Department of Justice (2007) is “an act of unlawful sexual intercourse with a female, by force or without legal or factual consent.” Most legal definitions omit male victims and only classify rape if penetration has occurred. More inclusive definition of rape is the attempted or completed act of oral, anal, or vaginal intercourse by the use of coercion or force with victims unable or unwilling to give full consent. Abbey & McAuslan(2004) Consent Most legal scholars agree that the essential characteristic of rape is non-consensual sex rather than an act of violence. Typically rape law criminalizes only physically violent sexual attacks, but not the greater number of sexual assaults which are not violent and occur between people who know each other. Failure of Consent Consent becomes confusing in situations where there is alcohol or drugs. Consent is also ambiguous in situations where there is a sexual abuse of power, e.g., where a person in a supervisory position exploits his or her power or where employees or students acquiesce to sexual demands for fear of economic or professional harm. Buchhandler-Raphael (2010)
19. Module 2: Myths of Sexual Misconduct Learning Objective: To eliminate the myths about sexual misconduct and teach the students the facts about sexual misconduct. Some of these topics include: Who commits sexual violence? Who are the victims? What are the accused's rights? When can sexual violence happen? & What resources are there for survivors? Students will collaboratively share their thoughts to challenge the beliefs that they held and replace them with facts.
20. Module 2: Myths of Sexual Misconduct This lesson will allow students to: Use critical thinking skills Develop an understanding of world and national issues Develop an awareness of issues related to diversity Work collaboratively with classmates Respect other classmates and their opinions
21. Module 2: Myths of Sexual Misconduct Lesson Plan: The student will first be taught about the different facts that surround sexual misconduct. Students will then put their recall skills to test when both myths and facts are presented and they have to decide if each statement is a myth or a fact. Technological Component: http://www.youtube.com/watch?v=N-aLCFq-mnk
22. Module 3: Prevention through Programming Initiatives Literature: American College Health Association (ACHA) published Shifting the Paradigm (2007) which discusses the benefits of programming on college campuses. The basis for this module is experiential learning. This is the component where students will break up into groups and partner with a student affairs office to raise awareness for sexual misconduct on the campus. Each group will be expected to actively promote, participate in, or create an event pertaining to Sexual Misconduct on college campuses related to the student affairs department they have chosen. After the completion of this, students will then be expected to present their experience and findings to the class, as well as host one presentation on campus. This presentation can be done through outlets such as: resident assistant programs, student government senate, or presentations to student leaders (student athletic teams, resident assistants, admissions ambassadors, Greek life leaders).
23. Module 3: Prevention through Programming Initiatives Programming Partnership Examples Counseling and Psychological Services (CAPS) CAPS Empowerment Ambassador Program http://www.montclair.edu/counseling-and-psychological-services/ Residential Life Resident Assistant Programming Center for Non-Violence & Peace Initiatives Take Back the Night http://www.montclair.edu/peace/
24. Module 3: Prevention through Programming Initiatives Programming & Service Learning Benefits: Brings forth student action. Creates a common interest within the student body. Fuels positive energy towards important issues. Fosters an active community embodying student awareness. Enables students to recognize and participate in raising social and cultural consciousness.
25. Module 4: Projected Learning Outcomes Learning Objective: For the students to learn what resources there are on campus for those sexually abused as well as accused of sexual misconduct. Learn to reach out to Student Affairs professionals though the different organizations assigned to each group. This project will require students to develop and use: Multicultural and Transnational Awareness Critical thinking skills Problem solving skills Ethical decision making skills An understanding of world and national issues Awareness of issues related to diversity Collaboratively work with their peers and professionals
26. Module 4: Projected Learning Outcomes Lesson Plan: Students will work in their groups and visit the offices on campus that they were assigned to team up with to develop or work on an existing event. Some examples of events would be: S.A.V.E. (Sexual Assault and Violence Ended) Take Back the Night Advertising and assisting with workshops
27. Module 5: Presentation of Learning Outcomes Learning Objectives: To facilitate community experience workshops for target groups, like student leaders, residential education, athletes, etc. and then hold an open forum. Display and educate the community about the offices on campus and their resources. Specifically displaying accommodations for survivors by creating visibility and access to campus facilities and counseling services.
28. Module 5: Presentation of Learning Outcomes Lesson Plan: Co-collaborated Presentations by students and Student Affairs professionals. These Student Affairs professionals would be from: Health Services CAPS Women’s Center Campus Police Health Promotion Residential Life Education
29. Accommodating the unique needs of survivors of sexual violence Throughout the span of this course if a student is experiencing counter-transference from a personal experience, our faculty and staff are prepared to direct students to services provided by the university. Even though service accommodations for survivors of sexual violence are being provided throughout the course, the staff and faculty will be well-versed with information to address any student concerns that may arise. A goal of this course is for students to recognize the institutional outlets available for individuals that have faced sexual violence, as well as prevent and foster a community which no longer promotes the paradigm of sexual misconduct on college campuses.
30. Incorporating Technology into the Sexual Violence Curriculum:The Objective To utilize social media networking tools, such as Twitter, to present ideas and create dialogue between faculty, students, and community within and outside the classroom.
31. Within the class Twitter can be used for instant feedback between teachers and students. Micro blogging and Twitter encourages careful listening, gathering information, and multitasking. Encourages student participation, especially in large classes. Outside the classroom, Twitter can be used to extend class conversations between students and allows for greater openness. Tyma (2011) Uses of Technology in the Classroom

32. Advantages of using Social Media in the Class

    Allows for instant peer to peer communication and greater understanding of class topics about sexual violence. Supports informal learning. Facilitates the sharing of ideas within the class. Additional way for students to have a voice and express themselves where they might feel awkward to speak out in class. By monitoring the Twitter feed, the instructor will incorporate these ideas into the overall classroom discussion. Kassens-Noor (2012)

33. Disadvantages of using Social Media in the Class

    Constraining critical thinking and self-reflection because of Twitter’s character limit. Instructors intending to foster critical, in-depth, and self-reflective thinking may find Twitter unsuitable for their purposes. Kassens-Noor (2012)

34. Blackboard Online Learning Management System

    This will be utilized in the class for posting additional readings related to sexual violence. Additionally, Blackboard will be used to provide information regarding the laws that deal with rape and sexual violence such as the Clery Act and the Violence Against Women Act (VAWA). Blogs will be used in the same way Twitter is used, but without the constraint of 140 characters.

35. Facebook

    Class will have a Facebook page, designed not only for the students enrolled in the class, but to hopefully engage the entire campus community, thus educating the masses regarding the prevention and the interventions of sexual violence and assault. Events created by the class that are geared towards prevention of sexual violence and interventions for victims of sexual violence will be advertised for the college community.
36. Assessing Success of Curriculum Survey students at the completion of the course Students will evaluate the course instruction Conduct focus groups to determine attitude change regarding perceptions of sexual abuse and its victims.
37. Thank you for granting us this unique opportunity.
38. References Abbey, A., & McAuslan, P. (2004). A longitudinal examination of male college students’ perpetration of sexual assault. Journal of Consulting and Clinical Psychology, 72, 747-756. doi: 10.1037/0022-006X.72.5.747 Buchhandler-Raphael, M. (2010). The failure of consent: Re-conceptualizing rape as sexual abuse of power. Michigan Journal of Gender and Law, 18, (1), Available at SSRN:http://ssrn.com/abstract=1671545 Franiuk, R. (2007). Discussing and defining sexual assault: A classroom activity. College Teaching, 55, (3), 104-107. doi: 10.3200/CTCH.55.3.104-108 Garrity, S. E. (2011). Sexual assault prevention programs for college-aged men: A critical evaluation. Journal of Forensic Nursing, 7, 40-48. doi: 10.111/j.1939-3938.2010.01094.x Kassens-Noor, E. (2012). Twitter as a teaching practice to enhance active and informal learning in higher education: The case of sustainable tweets. Active Learning in Higher Education, 13, (1), 9-21. doi: 10.1177/1469787411429190 Kezar, A., & Elrod, S. (2012). Facilitating Interdisciplinary Learning: Lessons from Project Kaleidoscope. Change: The Magazine Of Higher Learning, 44(1), 16-25. Kezar, A., & Lester, J. (2009). Organizing higher education for collaboration. San Francisco, CA: Jossey-Bass.
39. ReferencesContinued… Myths and facts. Retrieved from http://sarcoregon.org/myths-and-facts/ (2014). Myths & facts. Retrieved from http://connsacs.org/learn/index.htm Paul, L. et al. (2009). Perceptions of peer rape myth acceptance and disclosure in a sample of college sexual assault survivors. Psychological Trauma: Theory, Research, Practice, and Policy, 1, (3), 231-241. doi: 10.1037/a0016989 Tyma, A. (2011). Connecting with what is out there!: Using twitter in the large lecture. Communication Teacher, 25, (3), 175-181. doi: 10.1080/17404622.2011.579911 Violence Against Women Act. (2013). Retrietved from http://www.whitehouse.gov/sites/default/files/docs/vawa_factsheet.pdf