Campus Sexual Assault Responses (CSAR): Informing Trauma-Informed Policies, Protocols, and Training
Sexual violence is a significant criminal justice problem with long-term effects for its victims. In particular, sexual assault on or related to college campuses across the United States presents a growing public health and economic burden, starting with significant impacts on academic outcomes. The long-term goal of this study is to support the development of policies, protocols, training, and interventions to strengthen responses to campus sexual assault (CSA) by campus public safety agencies in partnership with campus health and wellness centers, as well as with local law enforcement agencies and health and victim service providers. Based on results from the nationally representative CSAR study conducted from December 2020 to August 2021, the research team sought to ascertain the state of campus preparedness for trauma-informed CSA responses and, in the process, identify promising approaches and service gaps.
Iris Cardenas: Hello everyone and welcome to this webinar list we have a few more minutes for participants to arrive.
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Iris Cardenas: Alright, so i'm going to get started, thank you all again for joining us today or webinar today will be on campus sexual assault responses informing trauma informed policies protocols and training.
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Iris Cardenas: submit your questions at any time during the presentation using your Q amp a box on the bottom of your screen, the questions will be answered at the end of the presentation.
Iris Cardenas: And then just note that the reporting and related slides will be posted in the next couple weeks so you'll have access to those as well.
Iris Cardenas: We will also like to acknowledge that this brownback seminar is a team effort from the Rocker school social work.
Iris Cardenas: Violence against women research construction the University of Maryland school social work and the office of continuing professional education and the National Institute of justice we're very thankful for this team and their support for this webinar.
Iris Cardenas: We would also want to note here our disclaimer that open humans are points of view expressed in this presentation, are those of the presenters and do not necessarily represent the official position or policies of the US Department of Justice.
Iris Cardenas: And now I am very pleased to present to you over moderator for today, Stephen Dr Lila would Dr wood is an associate professor at the Center for buttons prevention.
Iris Cardenas: department of obstetrics and gynecology the University of Texas medical branch Dr wood is a social work researcher with a PhD and be it's w from indiana university and the masters in social work from the University of Texas at Austin.
Iris Cardenas: Dr woods program of research focuses on Community and college campus based interpersonal violence intervention.
Iris Cardenas: and prevention approaches and the health impacts of interpersonal violence specifically intimate partner, violence and sexual assault.
Iris Cardenas: This includes assessing the impact of residential unknown presidential advocacy services on the prevention of future violence and survivor well being evolutions of intimate partner violence housing.
Iris Cardenas: studies on the extent and impact of sexual assault intimate partner violence, stalking and sexual harassment on college campuses.
Iris Cardenas: And a statewide assessment of children services in intimate partner violence agencies doctor would focus is her work, but first a lifespan, with a focus on adults and children at risk for intimate partner, violence and sexual assault welcome Dr way.
Leila Wood (she/her): Thank you so much for having me this afternoon I am thrilled to be here for this presentation about a topic that I am so excited to hear more about.
Leila Wood (she/her): I would like to introduce our presenters for today i'm going to start with Elizabeth a mumford PhD social epidemiologist and principal research scientist at North at the University of Chicago.
Leila Wood (she/her): Elizabeth conducts research regarding contextual explanations for risk behaviors with a central focus on sexual harassment sexual assault and interpersonal aggression.
Leila Wood (she/her): The current study focuses on the contextual environment of school level policies and protocols regarding sexual assault prevention and response.
Leila Wood (she/her): From the perspective of each schools, health wellness and public safety teams very excited to hear more.
Leila Wood (she/her): Let me introduce our other two presenters josh bronson is currently the director of education and leadership development for the International Association of campus law enforcement administrators.
Leila Wood (she/her): and develops and facilitates training programs on a variety of topics related to campus safety and the police, he has previously worked in campus policing and Campus administration.
Leila Wood (she/her): Mr bronson is a subject matter expert in trauma informed sexual assault investigations.
Leila Wood (she/her): Think we're having a brief PowerPoint issue that we're going to resolve and i'll finish introducing our last presenter while we get that figured out.
Leila Wood (she/her): I want to introduce Kim web Kim web is the director of the relationship and sexual violence prevention Center at Washington University in St Louis.
Leila Wood (she/her): She has over 20 years experience working with individuals who have experienced trauma related to relationships and sexual violence, the past 16 years Kim has worked specifically with the College population.
Leila Wood (she/her): In her current role she's committed to raising awareness on the huge public health issues.
Leila Wood (she/her): Promoting Community engagement and fostering a trauma informed campus on the national level, she serves on the board of director for the American college health association.
Leila Wood (she/her): As the immediate past President Kim co authored and a ch a toolkit for college campuses entitled addressing relationship and sexual violence, a trauma informed approach.
Leila Wood (she/her): As well as best practices for sensitive exams in 2018 she was honored to receive the ruthie boynton Award for distinguished service to a ch a along with the authors of the aforementioned toolkit.
Leila Wood (she/her): We have a wonderful panel here today.
Leila Wood (she/her): we're going to get started here in just a minute as soon as we resolve our PowerPoint issues but i'm really excited to turn it over to Dr mumford to give an introduction for the study and kind of set us up for today, I will just say a few housekeeping things, please.
Leila Wood (she/her): Ask your questions in the Q amp a box, rather than the chat and we will get to them at the end of the presentation so again, please put your queue at your questions in the Q amp a box and send the check Dr mumford over to you.
Elizabeth Mumford: Thank you so much, Dr wood and are we all set with the PowerPoint or we can certainly presented from New York if that's helpful.
Iris Cardenas: It seems to be working now do let me know if there's some you think there's some lines are not showing sometimes when I share so if that happens, let me know, please.
Elizabeth Mumford: And then we'll be prepared, just to take it on them, thank you.
Elizabeth Mumford: So thank you all very much for taking time out of your afternoon on a Monday and a beautiful.
Elizabeth Mumford: spring to come together to talk about the campus sexual assault response project, which we call the Caesar project, and thank you for the introductions Layla if we could now move to the next slide please.
Elizabeth Mumford: So to dive right in many of you are most of you are likely closely familiar with the issue of campus sexual assault, as well as with the policies and administrative protocols.
Elizabeth Mumford: The guide how campus may be working to prevent assaults, in the first place, and to respond appropriately when the record is made.
Elizabeth Mumford: Today we'd like to briefly review some background research that inform the Caesar study design, but the focus of the presentation will be on the Caesar product design itself.
Elizabeth Mumford: And the first release of some of the preliminary Caesar results, we also want to talk to you about our team our partnership with I eclair in a ch AE.
Elizabeth Mumford: And how we hope in our next steps to make this research useful beyond reporting the findings, which is where we hope you and the audience may also have some constructive comments and feedback on next steps, so if we could go to the next slide please.
Elizabeth Mumford: And the next slide.
Elizabeth Mumford: So almost 25 years ago Congress authorized and national study to investigate how institutions of higher education were responding to sexual reports of sexual assault.
Elizabeth Mumford: This research first published in 2002 drew on a content analysis of publish sexual assault policy materials and state level legislation.
Elizabeth Mumford: A campus administrator survey with responses from almost 2500 campuses and focus groups conducted with administrators from eight institutions.
Elizabeth Mumford: This research was followed in 2015 by another nationally representative survey survey study that showed progress over the intervening 25 years.
Elizabeth Mumford: There were increases in schools with Title nine policies, as well as in sexual misconduct policies and three out of five institutions of higher education reported primary prevention programs.
Elizabeth Mumford: Next slide.
Elizabeth Mumford: However, despite what you can this is good.
Elizabeth Mumford: let's see we're just i'll just keep talking, because this is all fine as we get this backup.
Elizabeth Mumford: We know that despite clear policy progress, we know that campus sexual assault remains a critical issue for the safety and health of students and other members of college and university communities.
Elizabeth Mumford: And so, in addition to tackling the issues from the perspective of student experiences as informed by campus climate surveys, we wanted to shed some light on the administrative roles of key offices on campus.
Elizabeth Mumford: On their policies and training and on the extent of collaboration between these relevant campus authorities.
Elizabeth Mumford: And i'll pause there for a moment, would it be helpful iris if we shared the survey the presentation.
Iris Cardenas: If you don't mind, yes, I think that there is an issue with company compatibility issue.
Elizabeth Mumford: Sure, so I think, Kate if you could pull it up.
Elizabeth Mumford: and go to slide what was slide six the project purpose.
Elizabeth Mumford: There you go thanks, so much so, our focus for the Caesar study was on campus public safety agencies and health and wellness centers.
Elizabeth Mumford: We designed the stage collect feedback from a representative of each of these entities on the sample campuses our purpose simply put was to inform improvements relevant to trauma informed responses to campus sexual assault.
Elizabeth Mumford: Next slide please.
Elizabeth Mumford: Thank you.
Elizabeth Mumford: Now some of the research questions we have on the screen in front of you.
Elizabeth Mumford: That we thought the answer, and these weren't all of them, but they're similar to the earlier studies, I mentioned, we sought to measure current administrative policies staffing training and collaboration relative to campus sexual assault.
Elizabeth Mumford: And, as I mentioned, we designed the survey to gather information from more than one response per campus so that we could really look at that coordination and collaboration.
Elizabeth Mumford: So, specifically, we talked to the public safety and health and wellness centers as a nationally representative study we were looking to see what variation there is in these key outcomes by campus characteristics.
Elizabeth Mumford: Today we're also going to take a look at whether staff trainings cover major recommendations from the 2014 White House Task Force guidelines.
Elizabeth Mumford: And what we learned about the availability of safe kits and safe exams in campus communities, finally, we will also share a preliminary results distinguishing common profiles of campuses is defined by their required sexual misconduct trainings and participation in starts.
Elizabeth Mumford: i'm going to go into the state design more in a minute, but first I wanted to comment on how important it was to have experts in campus public safety and health and wellness working with us to design the survey instrument go to the next slide please.
Elizabeth Mumford: And this is when our key partnerships with ironclad nac ha came into play as each worked really closely with North and designing the Caesar survey.
Elizabeth Mumford: So with that i'd like to turn the presentation over here first to josh and then to Kim to talk a little more about their organizations and the relevance to the Caesar project.
Josh Bronson (He/Him) IACLEA: Thank you Elizabeth with a clear we're very happy and proud to partner with a ch AE and work on this study.
Josh Bronson (He/Him) IACLEA: This the studies of vital importance, and it will help inform our work which we'll talk more about later, a little bit about it clear For those of you that don't know who we are.
Josh Bronson (He/Him) IACLEA: We represent over 1000 campuses worldwide 7700 memberships and are the we're the leading authority for campus public safety, we advocate for both campus police sworn officers and non sworn officers as well campus public safety.
Josh Bronson (He/Him) IACLEA: We feel that all of them are our sort of first responders, no matter whether they're sworn or non sworn they're going to be responding to all types of incidents, including those.
Josh Bronson (He/Him) IACLEA: that are being discussed today so we're really very happy to be part of this, and looking forward to hearing the data and then using the data later on in our programs so with that i'll turn it back over to Elizabeth.
Elizabeth Mumford: Thank you josh Kim.
Kim Webb (she, her): hi everyone it's a pleasure to be here today, at your phone can live by service immediate past president of the American health association.
Kim Webb (she, her): it's a chance to really serve as the voice of calls for over 100 years now, representing 8000 college health and wellness professionals and serving more than stopping in college students.
Kim Webb (she, her): have several relevant evidence based research says that we really invite you to review today and and hope that they will be useful as we used to put optimal systems of care and education processes among our campus.
Kim Webb (she, her): Protocols a ch a PSA.
Kim Webb (she, her): To Thomas which i'm going to reference later in our advocacy efforts at the local state and federal level knowing have.
Kim Webb (she, her): The priority around.
Kim Webb (she, her): trauma informed care and separate violence over the past few years.
Kim Webb (she, her): Vertical focusing on timeline and changes there and so we're very.
Kim Webb (she, her): Good very good.
Elizabeth Mumford: Thank you, Kim.
Elizabeth Mumford: I will note that some of the people come in and that it's a little bit hard to hear you so when we come back to you in the latter half the presentation, if you could mean forward or.
Elizabeth Mumford: And, Kate if you could advance the next slide we didn't share these well josh and Kim were speaking and that's my my bad on advancing the slide directions, but.
Elizabeth Mumford: This is in the presentation, which I believe is uploaded to the website silly be able to see some of this content, if you want to look at it later and we'll go to the next slide please.
Elizabeth Mumford: This is where we reviewed both it clear yeah so now that we have been talking about our partnership and the key role that I play in a ch a shared if you go to the next slide.
Elizabeth Mumford: We show here a timeline This was our advisory panel at the outset, where we had a number of experts who were recruited to work with us to develop the instrumentation which we piloted.
Elizabeth Mumford: With campus staff from health and wellness and public safety agencies to make sure we had constructive and valid measurement.
Elizabeth Mumford: And we want to make sure that each of these survey modules for the two relevant agencies on campus health and wellness and public safety.
Elizabeth Mumford: captured information relevant these practitioners and that it would be ready for national survey implementation.
Elizabeth Mumford: But, as a result of that design, it means that the wording of the questions around a given topic may have been different between module one for the public safety respondents and module two for the health and wellness response.
Elizabeth Mumford: or one of those modules may have had an additional follow up question it's not a great barrier, but we just wanted to let you know, there are some differences.
Elizabeth Mumford: In other words, we didn't design the study to get validation of some singular set of facts from to administrative sources on each campus but rather to capture their respective perspectives.
Elizabeth Mumford: Then moving into the field work we drew a national sample of 1500 institutes of higher education that was step three on this timeline and we're now in step four working to analyze the Caesar data.
Elizabeth Mumford: And pending results from these analyses and conditions permitting we plan to conduct five campus case studies to assess the alignment of current practices with the campuses aspirational best practices, as well as real world contexts.
Elizabeth Mumford: Next slide please.
Elizabeth Mumford: This slide illustrates the diversity of campuses participating in the Caesars study in line with our sampling strategy to make sure we had representation of private and public campuses two to four year institutions.
Elizabeth Mumford: and universities and colleges from across the spectrum of size.
Elizabeth Mumford: There are some limitations to our nationally representative sample despite over sampling, for example, we don't have strong representation from tribal institutions.
Elizabeth Mumford: We had 13 tribal institutions responding, we have to acknowledge that fielding the Caesar survey from October 20.
Elizabeth Mumford: October 2020 to August 2021 put us squarely in the middle of a coven 19 pandemic and school staff were stretched then with many extraordinary responsibilities.
Elizabeth Mumford: As well conditions on each campus vary greatly so depending on the school the month and other factors, there may or may not have been residential housing for students in classes may or may not have been held in person.
Elizabeth Mumford: and staffing may have changed over that period as well, all of this upheaval it's possible could have impacted responses to the Caesar survey.
Elizabeth Mumford: Next slide please.
Elizabeth Mumford: But we forged ahead and field in three survey modules for Caesar to each institution module one was sent to a representative of safety and security services on campus.
Elizabeth Mumford: module two was sent a representative a health and wellness services and module three was sent to a central office campus administrator often the title nine office.
Elizabeth Mumford: So during the field period, recognizing that module three was not performing as well over time we moved some critical survey items to modules two and one.
Elizabeth Mumford: and close down module three so that we could concentrate the efforts of our field staff with following up with representatives of public safety and health and wellness on each campus.
Elizabeth Mumford: And some we have responses to both module one and module two from 831 campuses and you can see that we have slightly higher participation on module one module to than that number, meaning there are some campuses that only responded to one of those modules.
Elizabeth Mumford: Next slide please.
Elizabeth Mumford: Before we even begin to investigate policies and protocols, working with a ch a and I clay became clear that it would be helpful to understand the staffing structure on each campus.
Elizabeth Mumford: Note that schools can select more than one response so these bars on the purple side for safety and security and the Teal side for health and wellness they don't add up to 100%.
Elizabeth Mumford: But, looking at safety and security, we see that about 80% of campuses provide institutional public safety services.
Elizabeth Mumford: or institutional police sworn officers, including police officers.
Elizabeth Mumford: And these these services are supplemented or replaced by contract security or external, law enforcement, on over 40% of campuses.
Elizabeth Mumford: As for health and wellness both campuses provide health promotion services and four out of five provide mental health services, whereas health care and victim services are less frequently provided on campus by the institution.
Elizabeth Mumford: So, for some of our subsequent results, we had to roll up these staffing categories, when we were asking about training or other aspects of their campus sexual assault relevant policies, this gives you some information about what staffing looks like on campuses go next slide please.
Elizabeth Mumford: Returning to some preliminary survey results next slide please.
Elizabeth Mumford: Why training the campus save Act and the White House Task Force sexual misconduct checklist require prevention, awareness and intervention training of students faculty and staff.
Elizabeth Mumford: So we know that implemented well prevention, education approach can effectively contribute to reduce sexual violence on campus as shown through some of Sarah to goose work next slide please.
Elizabeth Mumford: The Caesar survey models, and this was confirmed by both the public safety responded and the health and wellness responded on each campus.
Elizabeth Mumford: The survey results provide encouraging information that three out of four campuses deliver sexual misconduct education programs to students.
Elizabeth Mumford: that's the data on the left and then on the right nearly three out of four schools provide trauma informed education programs also to faculty and staff.
Elizabeth Mumford: What we see here, though, is that a quarter of schools are not following through on sexual misconduct prevention programming.
Elizabeth Mumford: And that result is not evenly distributed across the sample We found that larger four year institutions were more likely to port report sexual misconduct education programs for students.
Elizabeth Mumford: raising concerns about consistent institutional investment in prevention on all campuses regardless of campus size.
Elizabeth Mumford: Excellent.
Elizabeth Mumford: We also focused our questions about sexual misconduct training specifically on public safety and health and wellness staff on each campus.
Elizabeth Mumford: In some sense it's encouraging that these results are similar to the prior slide, but we also need to consider that the staff may be on the front lines and responding to campus sexual assault.
Elizabeth Mumford: And we are still seeing that they are not universally trained to respond to sexual misconduct, again, we found that four year institutions were more likely to provide this training.
Elizabeth Mumford: and particularly for the safety and security staff training was more likely at larger public four year institutions so we're getting into seeing what the profiles are of these.
Elizabeth Mumford: Policies and protocols next slide please.
Elizabeth Mumford: digging into the conduct of sexual misconduct training for these two staff categories, we do again largely see consistency from our separate campus campus respondents.
Elizabeth Mumford: But in reviewing the staff training recommendation from the White House Task Force sexual misconduct policy checklist that's the first seven rows of this table.
Elizabeth Mumford: We can see concerning deficits and topics required covered during these trainings, for example, even the most common content, the title nine that title nine guidelines and the sexual harassment policies.
Elizabeth Mumford: Nearly two out of five campuses are not covering these topics.
Elizabeth Mumford: Next slide please.
Elizabeth Mumford: And we'll move on now to start some text task forces.
Elizabeth Mumford: Why are these important to support coordination across different campus entities, the office of violence against women in the US Department of Justice recommends that schools either participate in or establish a sexual assault response team or start.
Elizabeth Mumford: And a task force, sometimes called a coordinated Community response team.
Elizabeth Mumford: We have some information on this slide that reviews how starts and task forces are designed to function and our practitioners, we can talk about this more when we come back to the discussion later if there's some interest here next slide please.
Elizabeth Mumford: What we want to show you is here the degree to which public safety, staff and staff and the campus health and wellness Center participate in a campus or regional start that's the first two data points on the left.
Elizabeth Mumford: we're in a campus or regional Task Force that's the third and fourth data points.
Elizabeth Mumford: or analyses do show that once again larger institutions public institutions four year institutions, these are all more likely to be following these White House recommendations.
Elizabeth Mumford: Understandably, schools, with less resources or smaller schools may choose work to work through a regional collaborative CERT and Task Force.
Elizabeth Mumford: To be able to draw on shared resources and protocols, but still smaller private institutions were more likely to report no participation from either their public safety staff or their health and wellness staff.
Elizabeth Mumford: And two years susan's were more likely to report no participation from safety and security staff.
Elizabeth Mumford: So this is clearly an area which campus safety and security and health and wellness staff can expand their participation and role in sexual misconduct prevention and response.
Elizabeth Mumford: Next slide please keep.
Elizabeth Mumford: Moving on to save kids campuses are recommended to make sure that Community Members are aware of where and when they can access health care options for treatment and to preserve evidence after instances of sexual assault.
Elizabeth Mumford: Next slide.
Elizabeth Mumford: In module one safety and security staff were asked and i'm looking at the left hand side here I charge.
Elizabeth Mumford: Our sexual assault forensic evidence kids safe gets made available to students who request them.
Elizabeth Mumford: More than 60% of campuses reported the safe kits are available to students, either through campus health and wellness centers that's the purple slice through a non campus partner that's the Teal slice we're both in that's liver of green.
Elizabeth Mumford: However, in module two on the right hand side left side of the slide health and wellness staff were asked when can students access sexual assault forensic exams if they request them.
Elizabeth Mumford: Over three quarters of the health and wellness respondents indicated that safe exams were not available on campus.
Elizabeth Mumford: These data indicate first that there was a gap and communications between these two partner entities and what they know about campus protocols and, second, that there is a significant uncertainty about when and where students can access a safe exam.
Elizabeth Mumford: i'm sure this isn't true and all campuses will get deeper into this data analyses, but there is still an area for improvement here.
Elizabeth Mumford: Next slide please.
Elizabeth Mumford: So what we've shown you so far with some of the university and by very descriptive descriptive results.
Elizabeth Mumford: And we thought we'd share a sneak peek at a more complex model that looks at profiles of campuses in terms of their sexual misconduct training and education.
Elizabeth Mumford: For faculty staff and students and their participation campus participation and start or task force by the safety and security and health and wellness staff in particular.
Elizabeth Mumford: And what we found was the campuses cluster into three groups The good news is that nearly two thirds of campuses report overall high levels of training.
Elizabeth Mumford: Education and certain task force participation and another third report high levels of training and education, but a low probability of certain task force participation.
Elizabeth Mumford: These preliminary campus profiles are then fit and multi variable models which we have not included in the presentation today, but to understand which campus characteristics, will help define the campus profile.
Elizabeth Mumford: In other words, these analyses will eventually give us a picture of how these policies line up on a given campus and what other campus characteristics, such as size funding source etc tell us about profile classification.
Elizabeth Mumford: This is the kind of information that we hope can be helpful to those leaders responsible for funding campus programming, as well as leaders responsible for setting policy.
Elizabeth Mumford: Next slide please keep.
Elizabeth Mumford: So ignored our next steps are to follow through on these preliminary analyses and to determine if we can identify profiles of best practice campuses to guide selection for case studies.
Elizabeth Mumford: Through these case studies we'd like to examine the collaborative practices on campus and with local municipal and private entities in closer detail.
Elizabeth Mumford: So we're also turning now that the data collection has finished and our data set is clean to work more closely with our partners, I plan a ch a to incorporate and disseminate the Caesar results, as appropriate, through their organizational efforts.
Elizabeth Mumford: And I think we can go to the next slide, but I think it's best to hear about this directly from josh and Kim so i'll turn to josh first to talk about I play as plans and efforts.
Josh Bronson (He/Him) IACLEA: Thank you Elizabeth.
Josh Bronson (He/Him) IACLEA: And I just want to say how interesting, I find the the results, every time you share.
Josh Bronson (He/Him) IACLEA: bits and pieces of of what you're finding because I think it probably confirms a lot of what you all out there, think or know, and I know it does for me as well.
Josh Bronson (He/Him) IACLEA: So what we're really excited about, for I clear is how we're going to use this information, then one of the big pieces for us is training we we offer a trauma informed response to sexual assault class.
Josh Bronson (He/Him) IACLEA: And it's very well received.
Josh Bronson (He/Him) IACLEA: But new data is always helpful.
Josh Bronson (He/Him) IACLEA: And one of the big pieces that we always push in that class is about collaboration collaboration with Title nine and student affairs, but also with advocates and health centers.
Josh Bronson (He/Him) IACLEA: To better work together so this will be really interesting to present to people to see if it sort of confirms what they're doing what they're seeing on their campus.
Josh Bronson (He/Him) IACLEA: And then you know how they're going to use it, then, particularly on their campus so that's going to be one of the big ways that we use it is in our training programs.
Josh Bronson (He/Him) IACLEA: And, and you know some other things that we plan on doing you know we'd like to have the data presented her our annual conference, and you know, an article or two in our campus law enforcement journal.
Josh Bronson (He/Him) IACLEA: You know, we want to share the information certainly certainly widen far, but I think also using the data to identify additional partners like a ch a but also outside of sort of the more typical groups that we work with you know NASA and you know some of the others like that.
Josh Bronson (He/Him) IACLEA: But with like student led groups, you know and it's on us or android on campus you know those types of groups that we may not have typically worked with.
Josh Bronson (He/Him) IACLEA: In the past, because they're sort of student led student driven almost an activist groups, but I think that's going to be a really important piece, where we can go to them and say.
Josh Bronson (He/Him) IACLEA: hey look here's the data here the problems that we're seeing in in how things are connected and who knows what piece of information.
Josh Bronson (He/Him) IACLEA: and be able to take it to them to so that they can help push for some of the changes that we want, none of the campus police and public safety or health, you know health.
Josh Bronson (He/Him) IACLEA: Workers on campus you know, want to not be able to provide that training to their staff right some of the campuses that may not be able to do it or.
Josh Bronson (He/Him) IACLEA: They can't do it because of funding issues and things like that, so this could really be useful and in how we frame it to them and how we distribute it to them.
Josh Bronson (He/Him) IACLEA: To really push for additional funding coming forward so Those are just some of the ways that we're we plan on using it i'm sure that others will will pop up.
Josh Bronson (He/Him) IACLEA: And we really do look forward to casting a wide net to you know really work with anybody.
Josh Bronson (He/Him) IACLEA: You know, regardless of whether it seems like there is a direct connection to the work that we do with an eye clear but really to work with anybody because we're all in this together, we all want to to ideally put an end to sexual violence on campus we know that's not.
Josh Bronson (He/Him) IACLEA: You know, really practical, but at the same time, you know it's the goal right and so using data like this working in coalition's and with partners know I think that's really where where we need to get to so.
Josh Bronson (He/Him) IACLEA: And so i'll turn it over to Kim now and Kim you can jump in and.
Elizabeth Mumford: we're not hearing you can.
Elizabeth Mumford: Thank you you've probably tried to fix it from earlier and the fix went the other direction.
Kim Webb (she, her): Can you hear me now.
Kim Webb (she, her): Yes, Okay, my apologies, I.
Kim Webb (she, her): wanted to make sure everybody could hear me thank you josh and I, I want to echo a lot of the things that josh said.
Kim Webb (she, her): about how we work together and and the opportunities we have to really tackle this problem.
Kim Webb (she, her): And I want to talk specifically about how we can utilize the CSR data to create an infrastructure that really supports trauma informed practices policies and protocols and that's a really critical piece right.
Kim Webb (she, her): I think it's really important to lay the foundation, and so the toolkit that ACTA.
Kim Webb (she, her): Created was really how to implement these policies and practices, so that we can have that trauma informed approach.
Kim Webb (she, her): um, and so I think the first phase is really identifying those stakeholders and I love what josh talked about just now is the stakeholders are many right and looking at those student groups and looking at other folks who who's your audience.
Kim Webb (she, her): And also, who contributes to your response and I think oftentimes have.
Kim Webb (she, her): Those folks on the ground that serve our students that and know the student behavior best and for us, I think of our faculty I think of our food service workers those folks who are in front of students.
Kim Webb (she, her): most often most frequently and who can see changes additionally who plays the role roles of first responders.
Kim Webb (she, her): And those providers, both on campus and off campus they think as we think about the path forward that really needs to be co active right, it needs to be a collective effort.
Kim Webb (she, her): And I would say, if we can go to the next slide on mine.
Kim Webb (she, her): I think when we think about collective vision we want to have a clear distribution of responsibilities among your stakeholders.
Kim Webb (she, her): And when distributing those responsibilities consider who has social capital rate and with what constituents do they have social capital.
Kim Webb (she, her): As you think of your proposal on your implementation of policies practices and protocols that's an important piece.
Kim Webb (she, her): engage in those deliberative efforts, who are your stakeholders again that social capital pieces important where do you start where do you have the most return on investment and where can be most successful so.
Kim Webb (she, her): The toolkit is a place to start and people will start in different places, depending on.
Kim Webb (she, her): The the stakeholders, they do have the resources they do have we talked about schools have different sizes and different resources.
Kim Webb (she, her): and different engagement right Sometimes this is the beginning of a conversation for some folks and some folks are further down the line, and we saw that in the in the data was very clear.
Kim Webb (she, her): And most mostly we want people to be successful, to start where you can and where you have those investments.
Kim Webb (she, her): Make sure there's training resources and support to ensure success right, so if we don't have ongoing training we don't have the resources to support.
Kim Webb (she, her): we're not going to be successful we're going to see folks who are not as engaged or willing to even try to implement these practices practices policies and protocols.
Kim Webb (she, her): Those collaborations are really critical and those collaborations across your community which involve people outside of your campus.
Kim Webb (she, her): Clear appropriate and consistent expectations for all partners it's important for meaningful engagement it's also important for the investment both monetary and.
Kim Webb (she, her): human resource wise right like who has the time and who was going to put in the effort and it's it's important that that people can recognize the benefits of the outcomes.
Kim Webb (she, her): And I think creating policies and procedures that ensure access and protections for all students so really looking through that lens of inclusive of the of diversity.
Kim Webb (she, her): What are the barriers vote for folks who is missing in the conversation and that's those missing with our stakeholders and who what student voices are missing.
Kim Webb (she, her): And then, once you pilot something or start something always going back to it and reevaluating right so using that proactive data driven and and those continuous efforts so listening.
Kim Webb (she, her): To students listening to faculty listening to your stakeholders, I think, is a really critical piece, how do we, how do we listen and how do we.
Kim Webb (she, her): improve and continually change and know that we may not get it right at the very first try.
Kim Webb (she, her): And it's evolving right that our needs evolve, the students needs evolve our stakeholders in the engagement and investment, hopefully evolve so really again continually evaluating the efforts and improving on this.
Kim Webb (she, her): And I will turn it back over to you Elizabeth.
Elizabeth Mumford: Thank you Kevin Thank you josh.
Elizabeth Mumford: Layla is that they end up the slides that we have to share with our audience today and we'd be happy to open up the floor, yes.
Leila Wood (she/her): So we have some great questions to.
Leila Wood (she/her): start off, and this is a good point for people to add additional questions in the Q amp a please.
Leila Wood (she/her): And this first question is, I think probably going to go to Elizabeth and it's about how something was defined in the data analysis.
Leila Wood (she/her): Could you talk a little bit about how ongoing education was defined so the emphasis on on going is that just a one time during freshman orientation, or is it repeated.
Leila Wood (she/her): And that's the first part of the question, so the second part of it, you could stop about how you defined on billing.
Elizabeth Mumford: Sure, thank you and I want to acknowledge that I have some.
Elizabeth Mumford: Great TEAM members on the call here.
Elizabeth Mumford: Today we're very familiar with her data design megan o'leary Kate sphere, so when we measured ongoing prevention and awareness campaigns, that means that the programming initiatives and strategies that are sustained.
Elizabeth Mumford: Over time and focus on increase understanding of topics relevant to and skills for addressing data dating violence, domestic violence, sexual assault and stalking.
Elizabeth Mumford: Using a range of strategies with audiences throughout the institution so that's from the safe Act and the guidance.
Elizabeth Mumford: But we don't have more detail in the actual survey instruments.
Leila Wood (she/her): Okay Thank you so much.
Leila Wood (she/her): Somebody asked a question about does that education profile and I think you talked about this when you talk about the different kind of groupings that you had.
Leila Wood (she/her): Does that educational or training profile look different for students who are commuters versus students who live on campus or can you speak to that right now.
Elizabeth Mumford: that's a really good question and we know that the experiences of students who are commuters versus residential can be very different.
Elizabeth Mumford: So so complicated because, of course, during the period of our data collection, the residential the usual residential makeup of the student body was really.
Elizabeth Mumford: caddy Mamas we do have some data on whether what proportion of the students are residential versus commuters but we haven't done those analyses, so I can't show those results today, but thank you for your question.
Leila Wood (she/her): Yes, I mean you have such rich data, I think this is projects going to be the gift that keeps giving.
Leila Wood (she/her): And just staying with training i'm going to move to a different persons question but i'm going to stay with this idea of training and.
Leila Wood (she/her): Do you have any information about the most predominant methods of training utilized by the institutions so was it again new student orientation webinars any insight into what modalities or types of training are being offered.
Elizabeth Mumford: No i'm sorry we did not document the modality, of the training okay okay great.
Leila Wood (she/her): um we have another question about the extent to which you might have any information from your quantitative or qualitative work about the role of local victim services or advocacy centers on and off campus in training and collaboration.
Elizabeth Mumford: that's a really important part of our study design that we wanted to understand.
Elizabeth Mumford: What collaboration might be with the local entities either public entities municipal hospitals or law enforcement or private nonprofit organizations.
Elizabeth Mumford: We don't have that data to share today, but we recognize that for a lot of campuses it's a natural partnership, because of.
Elizabeth Mumford: The need to use shared resources instead of having a health Center on campus there's a local health Center that can cover these needs and victim services and I don't perhaps.
Elizabeth Mumford: Kim you may have further comment on the value of victim services agencies and localities having it to be separate from the campus.
Elizabeth Mumford: Her.
Kim Webb (she, her): yeah I think that it's really important that we have relationships, where we can right and we've realized that that's different for rural communities.
Kim Webb (she, her): But really important to lean on those and a good example for us is, I know there's a lot of data collected around.
Kim Webb (she, her): Safe exams, and we really rely on our hospitals to do that because they're open 24 seven and our health Center is not and so it's a great collaboration.
Kim Webb (she, her): With our local hospitals, who fill that role for us and and do a really good job i'm in an area that we don't have the capacity to do that 24 seven.
Leila Wood (she/her): Thank you.
Josh Bronson (He/Him) IACLEA: Sorry.
Leila Wood (she/her): josh go ahead.
Josh Bronson (He/Him) IACLEA: If I can just jump into real quick.
Josh Bronson (He/Him) IACLEA: um and.
Josh Bronson (He/Him) IACLEA: I mean this doesn't come from the survey data or anything like that, but anecdotally and you know my experience.
Josh Bronson (He/Him) IACLEA: You it's really important to involve and have those cross trainings I know, for example, even.
Josh Bronson (He/Him) IACLEA: When I was a deputy chief of a campus police department, we used to send all of our staff to the local Rape Crisis Center.
Josh Bronson (He/Him) IACLEA: off campus Rape Crisis Center to receive training on advocacy and how to be advocates.
Josh Bronson (He/Him) IACLEA: And so obviously that wasn't their role on campus but now they understood the role of advocates and so anytime there's training that can be done across sort of disciplines, whether it's on campus partners or off campus partners it's really important to do that.
Leila Wood (she/her): At another question about training I think could be good for any of the presenters maybe josh you could pick up on this one, too, is.
Leila Wood (she/her): um somebody asked you know, are we are we kind of thinking that there's a positive correlation in training and number of sexual assault reports is that part of why we're looking at training so specifically.
Josh Bronson (He/Him) IACLEA: I know from my perspective.
Josh Bronson (He/Him) IACLEA: So one of the other i'll go back to another example from when I was a deputy chief.
Josh Bronson (He/Him) IACLEA: um we I really made a concerted effort to start training our officers in trauma informed sexual assault response, rape, culture, domestic violence dynamics, you know all of those types of things.
Josh Bronson (He/Him) IACLEA: and
Josh Bronson (He/Him) IACLEA: We also, at the same time, made a really conservative concerted effort to do outreach to student groups.
Josh Bronson (He/Him) IACLEA: So we would start visiting student groups and talking to them about all the training we were doing, and you know how we were we were responding.
Josh Bronson (He/Him) IACLEA: And we definitely saw an increase in the number of sexual assault reports, so I can't say, specifically, it was the training per se.
Josh Bronson (He/Him) IACLEA: or whether it was the outreach or just a combination of the two, but I would definitely venture that you know venture a guess that.
Josh Bronson (He/Him) IACLEA: The more training you're doing on the campus whether that's, for you know the public safety staff or you know the health Center staff or faculty um the more you're talking about it, the more people are aware of it, and the more likely they are to then seek out help in my opinion.
Kim Webb (she, her): I would echo everything that josh just said, and we do a lot of.
Kim Webb (she, her): Training across campus and a lot of training with our Community partners we actually have a.
Kim Webb (she, her): group called you start university sexual assault response team.
Kim Webb (she, her): And we come together and do trainings together, sometimes, but I think in gauging students in that as well, so that everybody has the language, and I agree with you josh I think there are probably.
Kim Webb (she, her): Several factors involved there but there's a definite correlation between increased training and awareness.
Kim Webb (she, her): And people having the language to talk about it and the safety to talk about right we're not afraid to talk about it we're not afraid to offer trainings about it, and so our numbers have gone up as well.
Kim Webb (she, her): But I think it's because we we've made people more aware and we've increased access in that way, and people aren't afraid to talk about it.
Kim Webb (she, her): in ways that they used to be very things to really shy away because they didn't feel like they have the knowledge or the comfort level to talk about it, and so I think that has really increased reporting.
Leila Wood (she/her): yeah Kim it sounds like you're talking about training, you know between Kim and josh what i'm hearing is you know training might have the direct impact of.
Leila Wood (she/her): letting a potential victim or support person knowing about services, but it also has this kind of more global impact on how people perceive the campus.
Leila Wood (she/her): i'm going to switch to a couple questions about the data that you have about safe kits are saying exams, and there was a couple of good questions about that one was about the extent to which your data is able to.
Leila Wood (she/her): To present information about the knowledge of safe kits versus the actual uptick of use of safe kits so, for example, the percentage of survivors, you have on a campus versus how many are coming in, for safe kits and if you're able to collect any data around those metrics.
Elizabeth Mumford: Some important data point, of course, but that's the kind of information that's going to be more easily collected through campus.
Elizabeth Mumford: Climate surveys, when we survey the student body and other Community members, so that we understand what the.
Elizabeth Mumford: proportion of the affected population what their awareness is this is more for the Ministry of side, where we're talking about what are the protocols, where is it available when is that available so it's a good question.
Leila Wood (she/her): Keeping on kind of this.
Leila Wood (she/her): The safe kits.
Leila Wood (she/her): Were you able to collect any information about the extent to which safe kits collected on campus which seemed like a rare situation, but the extent to which those kits are.
Leila Wood (she/her): Being able to be presented for testing at a lab and it's basically the the untested raider unreported rate of campus collected safe kits.
Elizabeth Mumford: We don't have that data of course it's a really concerning ratio really problematic and a lot of communities, but we don't have that data.
Leila Wood (she/her): and
Leila Wood (she/her): I think you know, a final question about safe kids was he talking a lot, it would seem like it was very small percentage of campuses that we're offering those.
Leila Wood (she/her): Did you notice any trends in what types of campuses are able to provide those services on campus.
Elizabeth Mumford: I am going to.
Elizabeth Mumford: comment here, because my data analyst is online and paying close attention, I would say that my first guess is that.
Elizabeth Mumford: it's the larger schools that have access to more resources that are providing these services with more consistency.
Elizabeth Mumford: And the smaller schools that either are turning to communities, more likely or don't have the service availability and access at all that's obviously not uniform, but we don't have the the descriptive results yet to share today.
Leila Wood (she/her): Thank you, there was.
Leila Wood (she/her): An additional question that was kind of in the same spirit of that which is you know.
Leila Wood (she/her): Talking a little bit about significant differences in campus characteristics across the clusters in the late in class analysis is this pending further analysis or Is this something that you can comment on it, this phase.
Elizabeth Mumford: I mean we're not finding we're finding a very consistent story about public institutions really meeting the expectations of the white horse White House Task Force guidelines.
Elizabeth Mumford: and larger institutions having those resources, so we expect to be able to release those findings soon.
Leila Wood (she/her): yeah it seems to be a.
Leila Wood (she/her): pretty clear theme, I was curious from any of your qualitative or survey work if you had gotten insight you previously reference resources and resource availability.
Leila Wood (she/her): But if you have learned anything about the particular barriers for the smaller campuses in terms of being able to meet some of these trainings training or reporting related goals.
Elizabeth Mumford: Yes, we did ask.
Elizabeth Mumford: A couple of questions relevant to this we asked about their budgets we know about the campus student body size, it gives you some sense of what kind of budgets they're working with but.
Elizabeth Mumford: We also asked about resources dedicated to campus sexual assault response.
Elizabeth Mumford: And then, because we were feeling the survey in the middle of coven and before the vaccines were available.
Elizabeth Mumford: We asked a bunch of questions about what was happening on their campus and whether there be any impact on their budgets for these services and any changes in their policies.
Elizabeth Mumford: So I don't have those analyses, for you today, but we did want to take a look at what was what was getting in the way of providing these options.
Leila Wood (she/her): Could you talk a little bit about and so many of us had projects that have ended up having this fielding date in the middle of coven when practices were shifting drastically right.
Leila Wood (she/her): Even if you don't have the analysis, yet, could you could you talk a little bit about how you pivoted as an interdisciplinary research team during that time and how you may be changed, some of your measurement recruitment approach.
Elizabeth Mumford: Well, this was a really.
Elizabeth Mumford: interesting study to design we haven't done one of these aside, just like this before, so we had a great time working with our very experienced field team because.
Elizabeth Mumford: We were trying to get these multiple respondents per campus so really it was as if we had three surveys going to each campus, although we linked the studies those modules we link them together so that.
Elizabeth Mumford: Individuals who got the survey link could refer to somebody else connect with somebody else, and we had a field team of individuals who are very familiar with.
Elizabeth Mumford: The higher education, environment, who are able to call up and have conversations about who might be the best person to respond to the survey what other support and questions they needed to answer so.
Elizabeth Mumford: Because it was always designed as a web based survey that certainly was helpful, given the conditions, but even so, as you all know, people were not at their usual desk answering their usual email account and that sort of thing we really.
Elizabeth Mumford: We had to put in a lot more effort to reach this a sample of about a well over 900 campuses participating, which we feel very good about given that that's what was.
Elizabeth Mumford: contacted in 2015 and we able to maintain that during the pandemic but josh and the team at AC ha work so hard with us, we work with other nonprofit organizations with membership directories.
Elizabeth Mumford: And we put out notices, you may not have been selected for this campus study so, but if you were or, if you want to ask if you were please reach out to us, we really ramped up our recruitment strategy to try to make sure that we didn't leave out any key sectors in higher education.
Leila Wood (she/her): that's great and it sounds like.
Leila Wood (she/her): The field team was really critical to the success.
Elizabeth Mumford: I well I wish they were on here today, three cheers for our field team they really worked very hard had a lot of very personal conversations with individuals out there who were wondering what is this study So yes, we really rely on a collaboration within our team.
Leila Wood (she/her): We have a great question I think it's a really important one it's about trauma informed intervention, so we often.
Leila Wood (she/her): use the phrase trauma informed and to what extent were you able to evaluate the extent to which trauma informed interventions are being implemented on campus is whether it's training or support services and how did you assess if it was trauma informed, how did you define trauma informed.
Elizabeth Mumford: That is definitely one of the challenges of.
Elizabeth Mumford: survey research, whether you put out a definition and ask everybody to rate their own experience and their own services.
Elizabeth Mumford: relative to the definition we put out there, or whether you let survey respondents interpret the terminology themselves, and that is what we did we.
Elizabeth Mumford: We asked them about trauma informed training we asked them a few other questions relative their trauma informed practices and we let them define that themselves.
Elizabeth Mumford: Given that we did not have a uniform universal response about all this trauma informed training happening, even though in our world, we tend to think that it's very prevalent and really common.
Elizabeth Mumford: The reality is that lots of campuses don't do that or didn't bring it up and it didn't resonate with them, so I feel relatively confident that those who are paying attention to that language have some knowledge and are making an effort in that direction.
Leila Wood (she/her): Just like to ask Kim and josh to.
Leila Wood (she/her): chime in on this issue of how trauma informed is defined in your particular perspective spaces and and how you're kind of.
Leila Wood (she/her): doing some of that work, especially thinking about disseminating the results of this study, where you were talking about trauma informed approaches, how are you discussing with those what makes something trauma informed to your respective audiences and maybe josh could start us off.
Josh Bronson (He/Him) IACLEA: Sure, so you know we.
Josh Bronson (He/Him) IACLEA: We define trauma, you know for people, and you know what that looks like as far as being trauma informed.
Josh Bronson (He/Him) IACLEA: You know, we talked about that in our training material, and you know those sorts of things um you know, I think it is really.
Josh Bronson (He/Him) IACLEA: sort of a challenge, though, because there's not sort of one standard out there, of what trauma informed practice as look like you know, to think a little bit you're sort of talking about those two you know, but that becomes really challenging.
Josh Bronson (He/Him) IACLEA: To say you know well, we took a trauma informed class, you know well, what did that look like what was the material and, very often, it was.
Josh Bronson (He/Him) IACLEA: not really trauma informed training, it was you know they mentioned trauma or something like that, but they sort of consider it to be trauma informed trading so.
Josh Bronson (He/Him) IACLEA: I think that's one of the real challenges out there and I think one of the uses of the material, you know the study is that.
Josh Bronson (He/Him) IACLEA: You know, we really do need to as an industry, probably really hone in on you know one definition that we can all sort of point to and.
Josh Bronson (He/Him) IACLEA: say this is what trauma informed training means, this is what it looks like this is what it includes that might be sort of wishful thinking.
Josh Bronson (He/Him) IACLEA: on my part, but I think that that probably at some point, is where we need to go where there is sort of one standard for what it means to be trauma informed in your training.
yeah I think that.
Kim Webb (she, her): trauma informed has become a buzzword and sometimes without.
Kim Webb (she, her): Really, the knowledge base, and so what we try to do is really emphasize Sam says principles for trauma informed care and that's what you'll see highlighted in the toolkit.
Kim Webb (she, her): Anything when we're talking to people and introducing the concept we really rely on this for the four r's right kind of realizing the widespread impact of of trauma recognizing the signs and symptoms responding in a way that demonstrates your knowledge and then resisting return monetization.
Kim Webb (she, her): But I think samson's outline it really does give us a really nice framework for the work and that's what we try to instill I think sometimes people shy away from it, because they.
Kim Webb (she, her): They have a hard time integrating the post traumatic growth and the resilience piece.
Kim Webb (she, her): And so trauma informed care doesn't mean hand holding and and some of the things that sometimes people think that it that it means but, again, we try to really integrate Sam says principles for Tom informed care.
Josh Bronson (He/Him) IACLEA: Well, and to that point, you know.
Josh Bronson (He/Him) IACLEA: For us, and.
Josh Bronson (He/Him) IACLEA: policing in the police world, I know, in particular.
Josh Bronson (He/Him) IACLEA: There are so many vendors out there and i'm sure it's similar in other fields, you know, but they all say that they use the best print and i'm not discounting you know what you just said, can because that's fantastic and.
Josh Bronson (He/Him) IACLEA: You know that's sort of what it should be, where you can use one set like that um, but I think from.
Josh Bronson (He/Him) IACLEA: From where I was coming from, too, is that you know we don't necessarily have that on on the police, public safety side were and we're very hesitant usually to use.
Josh Bronson (He/Him) IACLEA: material that doesn't come from police and public safety, and so I think that's really where you know material like this really points to.
Josh Bronson (He/Him) IACLEA: We need in in policing and public safety, we really do need some sort of set.
Josh Bronson (He/Him) IACLEA: You know here's what it is set standard and that becomes very difficult because there's no national standards necessarily for for police training.
Josh Bronson (He/Him) IACLEA: across the country there are recommendations and there's guidance and you know all of these sorts of things, but there's no sort of.
Josh Bronson (He/Him) IACLEA: You know, in order to receive national training credits, you can take this class, I mean I had always had some but it's not sort of widespread on it's not governed by a governmental body that sort of thing so.
Leila Wood (she/her): Thank you so much josh Kim there's a request for you to go over the for our acronyms one more time if you don't mind.
Leila Wood (she/her): you're muted Kim.
Kim Webb (she, her): Those are.
Kim Webb (she, her): realize recognize respond and resist reach romanization or the four r's that we talked about and I threw out the name samhsa as if I just assumed everybody knew, which was really unfair stands for a substance abuse and mental health services administration.
Kim Webb (she, her): And they they really are the four runner in this work, but those are the force.
Leila Wood (she/her): Thank you all so much.
Leila Wood (she/her): And we have a few more minutes for a few more questions I have a question I would love to ask, which is an Elizabeth you alluded to this earlier.
Leila Wood (she/her): And one thing that's very exciting to me about these findings in these data is you're collecting data from administrators health and wellness folks campus security and.
Leila Wood (she/her): Not the team that we typically survey for a campus climate assessment.
Leila Wood (she/her): But if you could talk a little bit about how this study can accompany on on an individual campus doing climate work how some of the findings from this study might be able to support that climate work and talk a little bit about.
Leila Wood (she/her): The way that these findings can kind of integrate with our existing body of knowledge on campus climate.
Elizabeth Mumford: Absolutely and.
Elizabeth Mumford: It is a perfect opportunity for a nexus of different data sources.
Elizabeth Mumford: And you know we would really like to see whether it's possible to merge some of the reporting into the Caesar data set by us to at the institution level so that other analyses can be done, but.
Elizabeth Mumford: This kind of measurement if you do a campus climate survey, there are tools out there to measure the institutional.
Elizabeth Mumford: structures and response as part of the campus climate survey and now, having worked so closely with josh and kim's teams on.
Elizabeth Mumford: These instruments, these can be used by campuses to try to bring together both student perspectives and some of these institutional structures.
Elizabeth Mumford: To see what we're finding in terms of effective approaches to prevent campus sexual assault but.
Elizabeth Mumford: it's not enough to try to move the Needle, on student behavior without addressing the systemic structures, the collaboration communication the.
Elizabeth Mumford: The awareness of you know where can you get a safe kit when can you get a safe kit.
Elizabeth Mumford: Was I part of that training, that was a 15 minute training or that was a three day training, you know that kind of information needs to be documented so.
Elizabeth Mumford: That a campus can really look inwards and say, well, what is supportive of addressing this problem and what might be some of the areas that we could work a little further on.
Leila Wood (she/her): Thank you.
Leila Wood (she/her): i'm very excited about those possibilities in terms of this data set and some of our existing great campus climate data sets.
Leila Wood (she/her): So up kind of a final question I think it's a good one to end on if if funding is an issue to sustain training.
Leila Wood (she/her): What are possible ways to support either through additional funding sources or other resources, we might be able to use.
Leila Wood (she/her): To implement more efficient trainings so you know to that finding of a lot of where we're seeing some of the gaps on maybe the less resource campuses.
Leila Wood (she/her): Aside from going after very competitive federal grant rfp what are some of the other options for building sustainable evidence based training.
Elizabeth Mumford: think I know josh and Kim may have.
Elizabeth Mumford: suggestions here, but the reality is.
Elizabeth Mumford: It was possible before the pandemic, but the pandemic has really turned things on head that people understand how much can be done remotely and what the opportunities are for training remotely so if the requirements are there for to get all your staff through this.
Elizabeth Mumford: Maybe even to have discussion groups that go through the training together so they can talk off campus can refer to all that collaboration, you really want.
Elizabeth Mumford: In your strategic plan you really want to know which groups are talking to each other, who knows who's going to be doing what so if those types of.
Elizabeth Mumford: That content is raised in training that can be prepared and accessible free of charge remotely.
Elizabeth Mumford: And then the work is done on campus between these groups to really bring their heads together and make these choices to work together and with the local partners that would, I think, not be as expensive as people might fear, but maybe Kim and josh if you'd like to comment.
Josh Bronson (He/Him) IACLEA: On jumping.
Josh Bronson (He/Him) IACLEA: On.
Kim Webb (she, her): Sure, I was just going to say that this is where collaboration it's great to write that leaning on our partners and people bring different pieces of puzzle.
Kim Webb (she, her): To the table, and I think a lot of us in a cj and i'm sure I clear, a lot of us have a lot of online training that is free and accessible.
Kim Webb (she, her): And so, how do we pull those pieces and bring and and do the best we can, right now, and of course funding is our ideal solution right, because I think we could do a lot.
Kim Webb (she, her): With a lot of funding, and right now, as we, as we go through what we need to get through, how do we lean on each other.
Kim Webb (she, her): And really utilize because there are some amazing experts in the field, and I feel so lucky to be part of this group.
Kim Webb (she, her): Because I think i've i've learned so much from everybody here and that's where we all pull together and and share our expertise and create those multi disciplinary teams.
Kim Webb (she, her): Across and as Elizabeth said it's become far easier with our remote work statuses and and we've learned any really adept at using virtual learning methods.
Kim Webb (she, her): I will pass it to you josh.
Josh Bronson (He/Him) IACLEA: Thanks Kim um.
Josh Bronson (He/Him) IACLEA: And I agree with everything TIM just said i'll also add, you know from from our.
Josh Bronson (He/Him) IACLEA: Where we sit we've had campuses where you know, there are 10 campuses right an immediate area, and they will pull you know money together to send all of their officers through training, you know, for example, I mean.
Josh Bronson (He/Him) IACLEA: Our training, you know where they'll they'll hire you know will come in and we'll train, as many of them, as we can.
Josh Bronson (He/Him) IACLEA: And we don't put a cap on how many train, so that they can send as many people as they possibly can, through that training.
Josh Bronson (He/Him) IACLEA: And it's very low cost, then at that point we're a nonprofit we're not out to make any money off the trainings We just need to recover our costs so.
Josh Bronson (He/Him) IACLEA: So there are things like that um The other thing that I would say, too, is if you're a police or public safety agency and you're out there, I would.
Josh Bronson (He/Him) IACLEA: really seriously look at cry attack funding so cry attack is a collaborative reform initiative technical assistance Center.
Josh Bronson (He/Him) IACLEA: it's no cost it's a cop's office program there's no grant paperwork, it is you know federal money, but if there's no grant paperwork, all you need to do is be able to send an email.
Josh Bronson (He/Him) IACLEA: With what you need, and it will cover sexual assault, domestic violence, dating violence, stalking strangulation all of these types of crimes, it will cover the cost of training.
Josh Bronson (He/Him) IACLEA: For your agency, and you can invite in partners at that point to the catches, that the request has to come from the police or public safety office, and yes, it is us based only I see the question there, so I apologize for our friends north of the border, but it is.
Josh Bronson (He/Him) IACLEA: US based I include this training is not you know we can certainly do training in Canada, we have partners there as well.
Josh Bronson (He/Him) IACLEA: To make it either virtual or lower cost but, and we also like Kim mentioned, we do have some free training available through lbw and you do not have to be within the US to take advantage of that, so we have some of that training available as well, so.
Leila Wood (she/her): josh Would you mind just dropping that in the chat that.
Leila Wood (she/her): Wonderful resource that i'm excited to learn about to Elizabeth I wonder if you could just.
Leila Wood (she/her): End us up for today by you know you all have had indicated that some of these results are preliminary that you're doing more analysis and I definitely need to be seeing these briefs as are coming up where can we look for data updates and briefs as they come out from this project.
Elizabeth Mumford: Well, we will look to publish some of these data in peer review outlets, so that we can get the benefit of that scientific review, but of course we're going to work closely with an I J.
Elizabeth Mumford: Project OPS 13 across land, because we want to make sure that this dissemination is broadly available as possible will work with clay and a ch and, as I mentioned, we work with a lot of other organizations during our.
Elizabeth Mumford: survey field period so we've really made a lot of organizational connections and now Layla we know you directly, so we can be.
Elizabeth Mumford: Directly communicating with you to provide you with results.
Leila Wood (she/her): See, this is why I moderate.
Leila Wood (she/her): I just want to thank Elizabeth Kim and josh and the whole field team this amazing field team for all their work, this is so timely and important, especially with some of the you know.
Leila Wood (she/her): Really intensified efforts of college campus climate work in the next couple of years, so i'm just really excited about these findings.
Leila Wood (she/her): It seems like we've got contact information for folks and there's more data coming, which is very exciting Thank you all for your time this afternoon iris is there any additional kind of closing that we need to do today.
Iris Cardenas: No, that was so if there's no more on time now, so I just want to thank everyone again i'm sorry for the.
Iris Cardenas: technical issues, but he has.
Iris Cardenas: been a great presentation and engage.
Iris Cardenas: Participants so yeah that said Thank you everyone.
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