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pdf➤ Student Conduct Assessment
MS Coalition Against Sexual Assault
OVW Campus Program Technical Assistance Provider
This assessment is to assist MSCASA in identifying the training priority areas for campus grantees to ensure TA is tailored to needs of the
campus. Please complete each questions openly for there are no right or wrong answers. The results will be used to help in ensuring we
are appropriately assisting your campus in reaching their goals in strengthening policy and response to violence against women violations.
The questions listed pertain to violence against women only, not the institution’s overall judicial process or student conduct policy. Terms,
dating violence, domestic violence, sexual assault and stalking are used interchangeably with violence against women. The Grant to
Reduce Domestic Violence, Dating Violence, Sexual Assault, and Stalking on Campus is referred to as Campus Program. Judicial Board is
inclusive of student disciplinary board or officer.
1. What kind of the resolution process does your campus utilize resolve sexual assault, dating/domestic violence, and stalking violations? Select all that apply
oo Judicial or disciplinary Board
oo Sexual Assault/Misconduct Board
oo Single Hearing Officer Model
oo Stand Alone Investigative Model
oo Integrated Model (investigative and board model)
oo Other____________________________________
oo None
a. If you have a judicial hearing board model, how many people are on your board?
oo 3-5
oo 6-10
oo 10-15
oo More
b. Do students serve on your board?
oo Yes
oo No
c. Is it an all student board?
oo Yes
oo No
d. Are members appointed or selected through a process
oo Appointed
oo Voted
oo Volunteer
oo Serving Term
STUDENT CONDUCT ASSESSMENT
169
2. Who conducts your sexual misconduct investigations?
oo Title IX Coordinator
oo Disciplinary Board
oo External Investigator
oo Single Investigator (staff member assigned to conduct investigation not a part of the disciplinary board)
3. Do you have an appeals process?
oo Yes
oo No
a. If yes, are appeals heard by
oo Appeals Board
oo Dean of Students
oo Other
oo Do you have a Title IX Coordinator?
4. Do you have a Title IX Coordinator
oo Yes
oo No
5. Do you have Deputy Title IX Coordinators?
oo Yes
oo No
6. In what office or department is the Title IX Coordinator housed? __________________________
7. What role does your Title Coordinator have in sexual misconduct violations? Select all that apply.
oo Interview person (s) involved in the alleged violation i.e. respondent, witnesses, complainants
oo Maintain tracking system of reports of sexual misconduct
oo Determine finding of responsibility
oo Determine sanctioning
oo Evidence collection to be presented to judicial or disciplinary board
oo Ensure policies and procedures are adhered to
oo Other
oo None of the above
8. Has your judicial/conduct board received specialized training on sexual assault, dating and domestic violence or stalking in the past
year? If no, proceed to question #11. If yes, please answer the following questions:
a. How many hours total of training on sexual assault/misconduct, dating/domestic violence and stalking has your board
received in the past year? _____________
b. What topics were covered in training (check all that apply)
oo Sexual Assault
oo Domestic
oo Dating Violence
oo Stalking
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STUDENT CONDUCT ASSESSMENT
c. How often does training on these topics occur?
oo Once, when a person joins the board.
oo Less than once a year
oo Yearly
oo More than once a year
d. How long is each training session?
oo An hour
oo Several hours
oo A day
oo More than one day
e. Who is usually involved in these training?
oo Title IX officer only.
oo Head of conduct board only.
oo All conduct board/judicial members
oo Only new members of conduct/judicial board
oo All of the above
oo All of the above plus community partners such as local county prosecutors or law enforcement.
9. Which of the following topics have been covered in trainings for your judicial board/Title IX or hearing officer in the past 5 years (in
the PAST ONE YEAR for grantees in second and third year of their campus grant)? Select all that apply.
oo Questioning related to addressing sexual assault, dating or domestic violence, or stalking
oo Listening skills related to addressing sexual assault, dating or domestic violence, or stalking
oo Deliberations related to addressing sexual assault, dating or domestic violence, or stalking
oo Due Process related to addressing sexual assault, dating or domestic violence, or stalking
oo Conduct Process elated to addressing sexual assault, dating or domestic violence, or stalking
oo Critical Thinking Skills specialized for addressing sexual assault, dating or domestic violence, or stalking
oo How to Prepare for a Hearing related to addressing sexual assault, dating or domestic violence, or stalking
oo Analyzing Policy related to addressing sexual assault, dating or domestic violence, or stalking
oo Cultural Competency related to addressing sexual assault, dating or domestic violence, or stalking
oo Hearing Decorum related to addressing sexual assault, dating or domestic violence, or stalking
oo Understanding Information and evidence related to addressing sexual assault, dating or domestic violence, or stalking
oo Standards of Proof related to addressing sexual assault, dating or domestic violence, or stalking
oo Psychology/Sociology of the Accused
oo Psychology/Sociology of the Victim
oo Deliberation Skills related to addressing sexual assault, dating or domestic violence, or stalking
oo Sanctioning/Remedies related to addressing sexual assault, dating or domestic violence, or stalking
oo Rationale for sanctioning related to addressing sexual assault, dating or domestic violence, or stalking
oo Appeals Process related to addressing sexual assault, dating or domestic violence, or stalking
oo Trauma Informed Responses to addressing sexual assault, dating or domestic violence, or stalking
oo Consent for sexual contact and related to sexual assault
oo Hearing Accommodations related to addressing sexual assault, dating or domestic violence, or stalking
oo Equitable Process for Respondent and Complainant related to addressing sexual assault, dating or domestic violence, or
stalking
oo Basic aspects of sexual assault, dating and domestic violence, stalking (e.g. power and control wheel, rape myths).
oo Delayed disclosure by victims of sexual assault
oo Title IX- Office of Civil Rights, Dear Colleague Letter (DCL)
STUDENT CONDUCT ASSESSMENT
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oo FERPA
oo Jeanne Clery Act
oo Definitions of SV, DV, Stalking
oo LGBTQ (lesbian, gay, bi-sexual, transgender, queer) community
oo International Students
oo ADA/Disability
oo Technology
oo Alcohol Facilitated Assault
oo Compromised Investigations related to sexual misconduct, dating/domestic violence, and stalking.
oo Other, please explain__________________________________________________________
10. In the past year has your campus disciplinary or judicial board/officer, and/or Title IX Coordinator participated in any trainings
hosted by national or local organizations listed below (Check all that apply)
oo National Center for Higher Education Risk Management (NCHERM)
oo Association of Title IX Administrators (ATIXA)
oo Local or state trainings
oo Student Affairs Administrators in Higher Education (NASPA)
oo Stalking Resource Center
oo Office on Civil Rights, Department of Education
oo The Clery Center
oo Victims Rights Law Center
oo Other
11. Has your board/officer been provide training on Title IX updates as of 2011?
oo Yes
oo No
a. If yes, was training general or specific to Title IX requirements i.e. confidentiality, responsible employees?
oo Yes
oo No
12. Please select changes, if any, the judicial board has made in the past year as a result of training received. Select all that apply.
oo Campus policies related to sexual misconduct were developed
oo Campus policies related to dating or domestic violence were developed
oo Campus policies related to stalking were developed
oo Judicial training was developed or revised
oo Judicial processes related to sexual misconduct, dating/domestic violence and stalking were developed.
oo Judicial processes related to sexual misconduct, dating/domestic violence and stalking were modified.
oo Judicial board was evaluated
oo Increased support or buy-in amongst judicial board members
oo Improved policy adherence
oo Campus policies related to sexual misconduct were revised
oo Campus policies related to dating or domestic violence were revised
oo Campus policies related to stalking were revised.
oo No changes made
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STUDENT CONDUCT ASSESSMENT
13. What mechanism is used to determine if judicial board training has been effective or ineffective? Select all that apply.
oo Pre/Post Test
oo Participant satisfaction questions
oo Debrief/Discussion
oo Informal feedback
oo Other
oo None
14. Which campus program partners are part of the revision process for your policy? Select all that apply.
oo Community Partners (i.e. rape crisis, domestic violence shelter)
oo Campus program staff
oo Students
oo Student Affairs Departments
oo Faculty
oo College Administrators
oo Other
oo None
15. Which campus program partners are a part of the revision for the judiciary process? Select all that apply.
oo Community Partners (i.e. rape crisis, domestic violence shelter)
oo Campus program staff
oo Students
oo Student Affairs Departments
oo Faculty
oo Judicial Board
oo College Administrators
oo Other
oo Do Not Know
16. Who is essential to approving recommendations for revising your campus policy? Select all that apply.
oo College Dean of Students
oo College Legal Counsel
oo Faculty
oo President’s/Chancellor’s Office
oo Judicial Board or Officer
oo Students
oo Other
oo Do Not Know
17. Does your campus have a policy for:
oo Sexual Assault/Misconduct
oo Dating/Domestic Violence
oo Stalking
18. If yes, each policy separate or combined?
oo Separate
oo All crimes included in sexual misconduct/assault policy
oo Other_______________________________________
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19. When was the last time your sexual misconduct policy was revised?
oo Do not have one
oo Less than 1 year ago
oo In the process of revising now
oo More than 1 year ago
oo More than 5 years ago
20. When was the last time your dating/domestic violence policy was revised?
oo Do not have one
oo Less than 1 year ago
oo In the process of revising now
oo More than 1 year ago
oo More than 5 years ago
21. When was the last time your stalking policy was revised?
oo Do not have one
oo Less than 1 year ago
oo In the process of revising now
oo More than 1 year ago
oo More than 5 years ago
22. Do you have a Coordinated Community Response Team or Sexual Assault Resource Team?
oo Yes
oo No
a. If yes, is judicial/conduct an active part of that team?
oo Yes
oo No
23. Have you collected information about campus (student, faculty) perceptions of your conduct/judicial system?
oo Yes
oo No
24. Have you collected information about campus community knowledge of campus policies about sexual assault/misconduct, dating/
domestic violence, and stalking?
oo Yes
oo No
25. Have you collected information about student and/or faculty knowledge of campus resources and procedures related to sexual
assault/misconduct, dating/domestic violence and stalking?
oo Yes
oo No
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STUDENT CONDUCT ASSESSMENT
26. What are the 3 biggest accomplishments of your conduct/judicial board in the past year related to sexual assault, domestic and
dating violence and stalking?
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
27. What are the 3 biggest challenges your conduct/judicial board has faced in the past year related to sexual assault, domestic and
dating violence and stalking?
1. _____________________________________________________________________
2. _____________________________________________________________________
3. _____________________________________________________________________
28. Indicate whether each of the following pieces are part of your current policies and procedures related to sexual misconduct. Dating/domestic violence, and stalking. Existing policy may include draft policies that have been submitted for approval.
Allowing of voluntary mediation between the victim and accused
YES
NO
Don’t Know
Definition of non-consent that includes drugs or alcohol, intellectual or other disability, and/or
underage
Campus investigation of violence against women cases are delayed until criminal investigations
are concluded
The victim and accused are provided periodic updates
Sanction imposed on the accused student is disclosed to the victim
Direct and concise protocol for reporting sexual assault, domestic/dating violence and stalking
Language to define sexual assault, domestic/dating violence and stalking is clear and concise
Policy provides examples of prohibited sexual misconduct
Policy describes the sanctions for violence against women violations
Policy explains how to file reports to campus law enforcement and off- campus law enforcement
Procedures used provide resources for physical and emotional support of victims
Policy includes a clear statement of victim and accused rights
Policy includes Amnesty or Good Samaritan clause (non-punishment for drug/alcohol, visitation
violations for victims or third party reports
Policy includes timeline for reporting incidents of violence against women crimes
Accessibility of contact options for on/off campus services (i.e. e-mail, web address, phone
number)
Option for filing anonymous or third party reports
Campus community members are regularly given information on federal laws (i.e. Title IX,
FERPA, Jeanne Clery)
Campus provides explanations of judicial process and how to file a complaint with the student
disciplinary office
YES
NO
Don’t Know
YES
NO
Don’t Know
YES
YES
YES
YES
YES
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
NO
NO
NO
NO
NO
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
YES
YES
NO
NO
Don’t Know
Don’t Know
YES
YES
NO
NO
Don’t Know
Don’t Know
YES
NO
Don’t Know
STUDENT CONDUCT ASSESSMENT
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Campus has victim safety accommodations available (i.e. academic schedule modifications or
housing assignment, escort, no-contact order)
Policy is readily accessible (i.e. website, student handbook)
Student policy is distinguished from employee policies
Policy includes clear statements explaining limitations of confidentiality
Policy includes a list of confidential resource offices and mandatory reporters
Policy has been examined and brought in line with the campus mission and value statement
Policy includes a statement about the campus’s position regarding violence against women
violations (e.g. that it will not be tolerated)
The policy explains physical jurisdictional limits
Policy avoids heavy legal terminology
Policy and procedures specify a timeframe an incident of sexual misconduct, dating/domestic
violence, or stalking can be reported for disciplinary action
Policy and procedures specify a timeframe within which a case of sexual misconduct, dating/
domestic violence, or stalking will be resolved
Respondent and complainant are allowed access to disciplinary records
Policy includes a statement on campus response to Hostile Environments
Procedures allow for victim support and advocacy as a part of process
Policy includes clear description of responsible employees and procedures they should follow for
reporting.
Training is provided to students to make them aware of policies and procedures
Training is provided to all faculty (not just newly hired) to make them aware of policies and
procedures
Training is provided to all staff (not just newly hired) to make them aware of policies and procedures
Procedures regarding investigation of cases of sexual misconduct, dating/domestic violence and
stalking on campus have been clearly written down and are transparent.
Defendant is informed of rights before the hearing
Defendant receives written notice of the charges prior to the hearing
Defendant may bring an adviser or lawyer
Victim may bring an adviser or lawyer
Victim is permitted to be present at the hearing
Defendant has the right to challenge hearing panel members concerning impartiality/conflict of
interest
YES
NO
Don’t Know
YES
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
NO
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
YES
YES
YES
NO
NO
NO
Don’t Know
Don’t Know
Don’t Know
YES
NO
Don’t Know
YES
YES
YES
YES
NO
NO
NO
NO
Don’t Know
Don’t Know
Don’t Know
Don’t Know
YES
YES
NO
NO
Don’t Know
Don’t Know
YES
NO
Don’t Know
YES
NO
Don’t Know
YES
YES
YES
YES
YES
YES
NO
NO
NO
NO
NO
NO
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
Don’t Know
29. Does your school utilize any of the following evidentiary concepts in its adjudication process? (check all that apply) Names of
witnesses are made available to the opposing party prior to the hearing
oo Your state’s rape shield laws or the equivalent are applied to the proceedings
oo Hearsay evidence is not allowed
oo Victim may make a “victim impact statement”
oo Formal rules of evidence apply in judicial hearings
oo Don’t know
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STUDENT CONDUCT ASSESSMENT
30. Which penalties does your school impose on sexual assault/misconduct offense cases? (Check all that apply)
oo Community service
oo Expulsion
oo Counseling
oo Fraternity sanctions
oo No-contact order
oo Athletic team sanctions
oo Fine
oo Restitution
oo Suspension
oo Don’t know
oo Other (specify): ___________________________________________________________
Name of person and position completing assessment:
________________________________________________________________________________
List person(s) that contributed to completion of assessment:
________________________________________________________________________________
STUDENT CONDUCT ASSESSMENT
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➤ Coordinated Community Response Team Assessment
California Coalition Against Sexual Assault
OVW Campus Program Technical Assistance Provider
1. Which disciplines/departments are part of your CCRT? (select all that apply)?
oo Athletics
oo Campus Law Enforcement
oo Campus Security
oo Campus Forensic Examiner
oo Campus Victim Advocate
oo Dean of Students or similar
oo Residence Life Department
oo Student Counseling Services
oo Student Health Services
oo Culturally specific organizations or groups : How many of these groups
oo Community based sexual violence nonprofit organization
oo Criminal justice partner
oo Other partners (please list offices or positions represented)
Please
read each of the following statements and then indicate how confident you are that you could do what is described.
How confident are you that you can…
2. Explain to others the importance of campus CCR teams.
›› 0-100% ___________
3. Suggest and support the development of partnerships (on and off campus) that are essential in creating campus community
change.
›› 0-100% ___________
4. Collaborate with and engage community partners and key stakeholders.
›› 0-100% ___________
5. Explain to community partners the importance and purpose of their role as part of the campus-based CCR team.
›› 0-100% ___________
Elements of Effective Strategies
To what degree are you able to effectively…
6. Choose assessment tools and data to track progress of your CCR team and make changes to strategic plan as needed.
›› 0-100% ___________
7. Show impact of CCR team work both to members of the CCR team and to the campus community.
›› 0-100% ___________
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COORDINATED COMMUNITY RESPONSE TEAM ASSESSMENT
8. Create messages about CCR team work that engages/motivates a diverse group of leaders and stakeholders; the importance of
trust, leaderships, shared goals; the importance of goal setting and course corrections.
›› 0-100% ___________
9. Use social media to enhance work of the CCR team and understand how media advocacy works to supplement ending sexual
violence, dating violence, and stalking in campus work.
›› 0-100% ___________
10. Describe the importance of diverse representation in the CCR team structure to accomplish culturally relevant prevention and
response efforts.
›› 0-100% ___________
11. Define key elements of a trauma-informed approach to campus change work.
›› 0-100% ___________
12. Implement trauma-informed practices on your campus?
›› 0-100% ___________
Dissemination/Sustainability
To what degree are you able to effectively…
13. Assess the roles and responsibilities of CCR team members and their perceptions of the effectiveness of the CCR team on an on-going basis.
›› 0-100% ___________
14. Build the membership of your CCR team over time including partnerships with campus media relations and with community
partners beyond campus.
›› 0-100% ___________
15. Strategize media advocacy and media products on campus.
›› 0-100% ___________
16. Develop strategic plans that will outline goals, specific tasks, and meet deadlines.
›› 0-100% ___________
17. Describe types and sources of data that may be used to increase program effectiveness and sustainability to be shared with key
stakeholders including campus leadership.
›› 0-100% ___________
18. Able to locate and get resources for ongoing and future work to respond to sexual assault, dating and domestic violence, and
stalking.
›› 0-100% ___________
COORDINATED COMMUNITY RESPONSE TEAM ASSESSMENT
179
Managing the CCR team
How confident are you that you can:
19. Help all CCR team members develop shared goals.
›› 0-100% ___________
20. Manage disagreements among CCR team members?
›› 0-100% ___________
21. Manage CCR team meeting so that everyone has a voice and a role to play?
›› 0-100% ___________
22. Achieve representation of diverse stakeholders as members of your CCR team.
›› 0-100% ___________
23. Put a plan in place to ensure continuity of the project if there is a change in project director.
›› 0-100% ___________
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COORDINATED COMMUNITY RESPONSE TEAM ASSESSMENT
➤ Clery Compliance Assessment
Clery Center for Security On Campus
OVW Campus Program Technical Assistance Provider
About the Clery Center for Security On Campus
The Clery Center for Security On Campus is a national nonprofit organization that works with college and university communities to create
safer campuses. Through our key pillars of training and education, advocacy, and policy, the Clery Center works towards its vision of a
world where all college students are safe and can learn and grow in environments of compassion and respect. To learn more about the
Clery Center and how you can be involved in our work, please visit www.clerycenter.org.
About the Jeanne Clery Act Self-Assessment Survey
The Clery Center developed the Jeanne Clery Act Self-Assessment Tool for Campus Multidisciplinary Teams in 2013. The full-version digital
tool, revised in 2015 to include provisions of the Violence Against Women Act (VAWA) Amendments to the Clery Act, is available exclusively to members of the Clery Center’s Collaborative Program. More information about this comprehensive tool can be found on the Clery
Center’s website here.
In partnership with the U.S. Department of Education’s Clery Act Compliance Division and the U.S. Department of Justice, Office on Violence Against Women, the Clery Center is pleased to share a new, open-source version of the Tool that helps all campuses evaluate their
systems and processes related to Clery Act compliance, including policies and protocols, victim assistance, record-keeping, and more.
This open-source Jeanne Clery Act Self-Assessment Survey is divided into the following key areas:
uu
uu
uu
uu
GEOGRAPHY
CRIME STATISTICS (Collecting Crime Statistics from CSAs & Law Enforcement, Reporting Statistics in the Annual Security Report)
CRIME LOG & CAMPUS ALERTS (Daily Crime Log, Emergency Notification & Timely Warnings)
RIGHTS & OPTIONS FOR SURVIVORS OF SEXUAL ASSAULT, DATING VIOLENCE, DOMESTIC VIOLENCE & STALKING (Awareness & Prevention Programs, Reporting Options & Disciplinary Procedures)
uu ON-CAMPUS STUDENT HOUSING REQUIREMENTS (Missing Student, Fire Safety)
Each section includes basic questions that invite participants to evaluate key areas of compliance through a self-rating system.
This is an anonymous survey. Non-identifiable data will be sent to the Clery Center in order to analyze trends and identify needed resources. The Clery Center would like to thank the U.S. Department of Education and the U.S. Department of Justice, Office on Violence Against
Women, for their support of this project. If you have any questions or need assistance while using this Survey, please contact the Clery
Center’s staff at (484) 580-8754 or info@clerycenter.org.
CLERY COMPLIANCE ASSESSMENT
181
CLERY ACT COMPLIANCE – GENERAL
Please review and evaluate the following statements.
1. Our institution has effective systems and processes in place to support Clery Act compliance and campus safety.
£Strongly Agree
£Agree
£Disagree
£Strongly Disagree
£Unsure (N/A)
2. Individuals and/or departments responsible for key elements of Clery Act compliance are knowledgeable about the law and their
responsibilities.
£Strongly Agree
£Agree
£Disagree
£Strongly Disagree
£Unsure (N/A)
3. Our campus conducts annual and ongoing tests of emergency response protocols.
£Strongly Agree
£Agree
£Disagree
£Strongly Disagree
£Unsure (N/A)
4. Individuals responsible for coordinating Clery Act compliance and campus safety efforts have the authority and buy-in necessary to
evaluate and implement changes.
£Strongly Agree
£Agree
£Disagree
£Strongly Disagree
£Unsure (N/A)
5. Our campus has an effective process for documenting Clery-related communications, crime reports, and other information and
maintaining these records for at least 7 years.
£Strongly Agree
£Agree
£Disagree
£Strongly Disagree
£Unsure (N/A)
6. Our institution creates and publishes an annual security report by October 1st of each year detailing crime statistics and policies
related to campus safety.
£Strongly Agree
£Agree
£Disagree
£Strongly Disagree
£Unsure (N/A)
7. If our campus has on-campus student housing facilities, we create and publish an annual fire safety report that includes statistics
for the past 3 calendar years as well as policies and protocols.
£Strongly Agree
£Agree
£Disagree
£Strongly Disagree
£Unsure (N/A)
GEOGRAPHY
Please review and evaluate the following statements.
8. Clery Geography: Your campus’s working knowledge of the geographic areas that are reportable under the Clery Act (on-campus,
on-campus student housing facility, non-campus, public property)?
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
9. Defining Clery Geography: Your institution’s process for defining, documenting, and reviewing its Clery geography.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
10. Coordination: Coordination between individuals/departments responsible for property management and/or acquisition with
individuals/departments responsible for defining the institution’s Clery geography.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
11. Study Abroad & Remote Locations: Evaluation of study abroad and remote locations when determining the institution’s Clery
geography.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
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CLERY COMPLIANCE ASSESSMENT
CRIME STATISTICS
Please review and evaluate the following statements.
12. Identifying Campus Security Authorities (CSAs): Your institution’s process for identifying all campus security authorities (CSAs) by
function, not title or department.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
13. Notifying CSAs: Notification process informing all CSAs of their responsibility to report crimes (and alleged crimes), when they need
to make a report, and whom they should contact to do so.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
14. Collecting Crime Reports: System for collecting crime reports and statistics from CSAs and local law enforcement to include within
the annual security report.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
15. Classifying Clery Crime Statistics: Process for classifying incoming crime reports based on Clery Act crime definitions and Clery
geography for the following crimes:
Murder & Non-Negligent Manslaughter
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Negligent Manslaughter
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Sex Offenses (Rape, Fondling, Incest, Statutory Rape)
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Robbery
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Aggravated Assault
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Burglary
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Motor Vehicle Theft
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Arrests: Drug, Liquor, & Weapons Law Violations
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Referrals for Disciplinary Action: Drug, Liquor, & Weapons Law Violations
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
16. Classifying VAWA Crime Statistics: Your campus’s process for evaluating reports of dating violence, domestic violence, and stalking
based on Clery Act crime definitions and Clery geography.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
CLERY COMPLIANCE ASSESSMENT
183
17. Classifying Hate Crime Statistics: Your campus’s process for evaluating reports of alleged crimes (Clery Act crimes plus Larceny-Theft,
Simple Assault, Intimidation, Destruction/Damage/Vandalism of Property) that are motivated by the eight categories of bias:
Race
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Gender
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Gender Identity
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Religion
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Sexual Orientation
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Ethnicity
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
National Origin
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Disability
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
18. Training of Personnel: Training of campus officials responsible for receiving and classifying reports of crimes.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
19. Personally Identifiable Information: Procedures for ensuring that personally identifiable information is not included within your
institution’s disclosure of crime statistics.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
20. Duplicate Reports: Your institution’s approach for identifying and removing duplicate reports of alleged crimes for inclusion within
the annual crime statistics.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
21. Documentation of Reports: Your campus’s process to keep records of reports of alleged crimes from CSAs and local law enforcement.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
CRIME LOG & CAMPUS ALERTS
Please review and evaluate the following statements.
22. Patrol Jurisdiction: Your campus’s process for defining and documenting its patrol jurisdiction.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
184
£Unsure (N/A)
CLERY COMPLIANCE ASSESSMENT
23. Daily Crime Log: Your campus’s process for accurately recording all crimes, not just Clery crimes, reported to campus police or security within the daily crime log within 2 business days.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
24. Public Inspection of Crime Log: Accessibility and availability of the daily crime log to all members of the campus community, as well
as the media and general public.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
25. Evaluating Need for Timely Warnings & Emergency Notifications: Your institution’s protocols for determining when a timely warning
or emergency notification should be made.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
26. Issuing Warnings & Notifications: Your campus’s process for developing and disseminating timely warnings and emergency notifications to the campus community.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
27. Documentation of Crime Log & Campus Alerts: Documentation of archived crime logs, timely warnings, and emergency notifications, including information related to the decision to include reports or issue alerts to the community.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
VIOLENCE AGAINST WOMEN ACT (VAWA) AMENDMENTS TO CLERY: RIGHTS & OPTIONS FOR SURVIVORS OF SEXUAL
ASSAULT, DATING VIOLENCE, DOMESTIC VIOLENCE & STALKING
On October 20, 2014, the U.S. Department of Education published the final regulations for the Violence Against Women Act (VAWA)
amendments to the Clery Act. The regulations expand rights afforded to campus survivors of sexual assault, dating violence, domestic
violence, and stalking. Institutions of higher education are required to comply with these new regulations by July 1, 2015.
The Clery Center offers a summary of these changes on its website (http://clerycenter.org/article/vawa-amendments-clery), and has a
number of resources available to help campuses navigate these new requirements.
•• U.S. Department of Education Documents
--Final Regulations - VAWA Amendments to Clery
--“Dear Colleague Letter” (July 14, 2014)
•• Clery Center Resources
--Clery Center VAWA Amendments to Clery Checklist
--Webinar Recording: “From Outline to Action: Implementation of the VAWA Amendments to Clery” (December 10, 2014)- Presented by James Moore, U.S. Department of Education
--Webinar Recording: “VAWA Amendments to Clery: Recognizing & Responding to Stalking on Campus” (February 17, 2015)- Presented by Michelle Garcia and Rebecca Dreke, Stalking Resource Center
--Training Seminars & Webinars
CLERY COMPLIANCE ASSESSMENT
185
AWARENESS & PREVENTION PROGRAMS
Please review and evaluate the following statements.
28. Policy: The effectiveness of your campus’s policy or policies covering sexual assault, dating violence, domestic violence, and stalking.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
29. Prevention & Awareness Program Strategy: Your institution’s overall strategy for prevention and awareness programs related to
sexual assault, dating violence, domestic violence, and stalking.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
30. Marketing & Promotion of Programs: Promotion of your institution’s awareness and prevention programs to the campus community.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
31. Relevance of Programs: Relevance of awareness and prevention programs to their intended audiences.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
32. Program Outcomes: Your campus’s process for gathering feedback and/or outcomes from program participants.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
33. Primary Prevention Programs: Inclusion of safe and positive options for bystander intervention as well as risk reduction in your
campus’s primary prevention programming.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
34. Criminal Definitions in Programming: Inclusion of criminal definitions of sexual assault, dating violence, domestic violence, and
stalking as well as consent (in reference to sexual activity) in the applicable jurisdiction within your campus’s prevention and awareness programs.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
35. Documentation of Programs: Documentation of prevention and awareness programs, including type, frequency, and intended
audience.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Reporting Options & Disciplinary Procedures
Please review and evaluate the following statements.
36. Response Protocols: Your institution’s protocols for responding to an alleged incident of sexual assault, domestic violence, dating
violence, or stalking.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
37. Accommodations & Protective Measures: Your campus’s process for providing accommodations and/or protective measures to a
victim, if requested and reasonably available.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
186
CLERY COMPLIANCE ASSESSMENT
38. Filing a Disciplinary Complaint: Clarity and accessibility of information regarding how to file a disciplinary complaint for cases of
alleged sexual assault, dating violence, domestic violence, and stalking, including steps, anticipated timelines, and decision-making
processes.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
39. Disciplinary Procedures: Your institution’s disciplinary procedures for sexual assault, dating violence, domestic violence, and
stalking.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
40. Annual Training of Campus Officials: Annual training for officials who conduct disciplinary hearings on issues related to dating violence, domestic violence, sexual assault, and stalking, as well as how to conduct an investigation and hearing process that protects
the safety of victims and promotes accountability.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
41. Fair, Prompt & Equitable: Process to ensure a fair, prompt, and equitable process for both the accuser and the accused in disciplinary
hearings.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
42. Notifying Local Law Enforcement: Your campus’s process for assisting victims in notifying local law enforcement (if the victim
chooses to do so).
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
43. Information in Writing: Your campus’s written communications to victims regarding protective measures, campus and community
resources, accommodations and changes to academic, living, transportation, and working situations, including how the institution
can assist in these options.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
44. Written Information about On- & Off-Campus Resources: Your campus’s written communications to students and employees about
on and off campus resources.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
45. Process for Providing Written Information: Your institution’s process for providing a student or employee victim with a written explanation of their rights and options, regardless of whether the alleged offense occurred on- or off-campus.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
46. Maintaining Confidentiality: Your campus’s process for maintaining confidentiality of accommodations and/or protective measures.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
47. Documentation of Disciplinary Procedures: Documentation of reports and disciplinary procedures, including all information and
communications.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
ON-CAMPUS STUDENT HOUSING REQUIREMENTS
Note: The requirements under the Clery Act discussed in the “Missing Student” and “Fire Safety” sections of the Self-Assessment Survey are only applicable for institutions of higher education that have on-campus housing. If your institution
does not have on-campus student housing, please skip these questions and proceed to the conclusion of the Survey.
CLERY COMPLIANCE ASSESSMENT
187
Missing Student
Please review and evaluate the following statements.
48. Receiving Missing Student Reports: Your institution’s process for receiving and processing reports of missing students.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
49. Training of Personnel: Training of officials designated as contacts to ensure understanding of the requirement and how to handle
reports.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
50. Public Safety/Law Enforcement: Process for ensuring that all missing student reports are referred immediately to your institution’s
police or public safety department (or to local law enforcement if your institution does not have campus police or security).
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
51. Documentation of Reports: Your campus’s process for documenting and archiving reports and records related to missing students
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
52. Separate Contact Information: Your institution’s protocols for keeping general emergency contact information separate from missing student contact information.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
Fire Safety
Please review and evaluate the following statements.
53. Fire Log: Your campus’s process for accurately recording all fires reported to institution officials within the fire log.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
54. Public Inspection of Fire Log: Accessibility and availability of the fire log to members of the campus community, as well as the media
and general public.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
55. Documentation of Reports & Logs: Documentation of archived fire logs, including information related to dispatches, response to
incidents, and other reported fires.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
56. Use of Fire Log for Annual Statistics: Your campus uses the fire log when gathering statistics for use in the annual fire safety report.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
57. Annual Fire Safety Report: The report shares all necessary statistics for each on-campus student housing facility as well as evacuation procedures, in addition to information regarding fire safety education programs.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
58. Combining Logs & Reports: If applicable, your institution labels the daily crime log and annual security report separately from the
fire log and annual fire safety report.
£Excellent
£Good
£Average
£Needs Improvement
£Poor
£Unsure (N/A)
188
CLERY COMPLIANCE ASSESSMENT
➤ Cultural Competency Assessment
Black Women's Blueprint & National Organization of Sister's
of Color Ending Sexual Assault
OVW Campus Program Technical Assistance Provider
1. Please write your own definition of what “cultural competence” means in the context of your work on sexual assault, dating and
domestic violence and stalking.
2. Which of the following best describes the representation of cultural groups on your campus CCRT?
oo We have full representation of different cultural groups on our campus and they are active participants in the CCRT.
oo We have a few representatives of different cultural groups.
oo We have one representative of a cultural group.
oo We do not have any cultural groups represented on our CCR but are actively recruiting members.
oo We do not have any cultural groups represented and are unsure how to get started with that.
3. Please list all of the cultural groups on your campus:
4. Which of these groups are represented as part of your CCRT?
5. To what extent have members of your CCRT done work to reflect on your own cultural competence in relation to your work on sexual
assault, dating and domestic violence, and stalking.
oo We have not done this training.
oo Individual members of our CCRT have had this training, but not everyone.
oo All members have had some sort of training on this issue.
oo This is a recurring topic of discussion on our CCRT.
6. Are any of your mandatory education strategies culturally specific (e.g. LGBT or designed for a specific racial, ethnic, or faith group)?
oo Yes
oo No
7. Are any of your campus resource materials culturally specific (e.g. LGBT or designed for a specific racial, ethnic, or faith group)?
oo Yes
oo No
CULTURAL COMPETENCY ASSESSMENT
189
Please indicate your agreement with the following statements
8. I am confident that our CCRT has the can build trust with culturally specific groups on our campus.
£ Strongly Disagree
£Somewhat Agree
£ Neutral
£Somewhat Agree
£Strongly Agree
9. Our CCRT has regular conversations about cultural competency in relation to sexual assault, dating and domestic violence and
stalking.
£ Strongly Disagree
£Somewhat Agree
£ Neutral
£Somewhat Agree
£Strongly Agree
10. Our campus incorporates all aspects of culture in strategies to respond to sexual assault, dating and domestic violence, and stalking.
£ Strongly Disagree
£Somewhat Agree
£ Neutral
£Somewhat Agree
£Strongly Agree
11. Our CCRT regularly consults culturally diverse community members when creating policies.
£ Strongly Disagree
£Somewhat Agree
£ Neutral
£Somewhat Agree
£Strongly Agree
12. Our campus continuously identifies and removes barriers that prevent groups from accessing services related to sexual assault,
domestic and dating violence, and stalking.
£ Strongly Disagree
£Somewhat Agree
£ Neutral
£Somewhat Agree
£Strongly Agree
13. Our campus/CCRT has conducted needs assessments with culturally diverse community members to identify needs, create program
goals and objectives.
oo We have not yet done this
oo Preparation for a needs assessment is in progress
oo We have conducted needs assessments with some groups but not all
oo We have conducted needs assessments with all relevant groups
oo We have conducted needs assessments with key groups and used the information in our planning and work.
14. Our campus explicitly recognizes and shows commitment to cultural diversity in its mission statement and goals.
£ Strongly Disagree
£Somewhat Agree
£ Neutral
£Somewhat Agree
£Strongly Agree
15. Our campus collects data to show trends and improve service delivery for culturally specific groups related to sexual assault, dating
and domestic violence and stalking.
£ Strongly Disagree
£Somewhat Agree
£ Neutral
£Somewhat Agree
£Strongly Agree
16. Do you have specific goals related to cultural competence written in your grant strategic plan?
oo Yes
oo No
17. Have you accomplished any strategic planning goals related to enhancing culturally competent responses to sexual assault, dating
and domestic violence and stalking on your campus in the past year?
oo Yes
oo No
190
CULTURAL COMPETENCY ASSESSMENT
18. What is the biggest resource or strength your campus has related to culturally competent work on sexual assault, dating and
domestic violence, and stalking?
19. What is the biggest challenge you face on your campus related to culturally specific work on sexual assault, dating and domestic
violence and stalking?
CULTURAL COMPETENCY ASSESSMENT
191
➤ Engaging Men Assessment
Men Can Stop Rape
OVW Campus Program Technical Assistance Provider
This checklist is intended to provide both you and your Campus Program Technical Assistance providers with a sense of your progress in
your efforts to engage campus men in the prevention of sexual assault, domestic violence, dating violence, and stalking. The list is based
in part on the idea that campuses begin in different places in this work. At the start of your Campus Program grant, it is possible you may
have done little to none of the work associated with the checkpoints below, or it is possible that you may have already completed much of
the work associated with the checkpoints. Either case is fine. There are no right and wrong answers.
The checklist first generally captures where your campus is in efforts to engage campus men in prevention, and then it considers progression in three core areas:
•• Community engagement – understand how to motivate a wide spectrum of men across the campus and community to become
engaged in prevention
•• Effective Strategies – develop multiple, effective strategies to engage a wide spectrum of men across the campus, and develop a
plan for sustaining the strategies
•• Dissemination – disseminate and sustain multiple practices to engage and mobilize campus men in prevention
The checkpoints in these three areas more directly relate to engaging men work that might be associated with your Campus Program
grant. Given all that you will be working to accomplish during the three years of this grant, you will likely have to prioritize some checkpoints on the list over others. While the list suggests sequential progress, it might be the case that your progress is more shaped by your
campus needs or unique circumstances.
PROGRESS CHECKLIST QUESTIONS
Please check the statement below that best describes where your campus is in its efforts to engage men in prevention.
CAMPUS EFFORTS TO ENGAGE MEN
oo There are no efforts to engage men in prevention on my campus and no planning efforts or motivation to begin efforts.
oo Although a few individuals on campus are motivated to initiate efforts to engage men in prevention, little or nothing has
been done to establish engaging men programming.
oo A few members of the campus community have learned about efforts to engage men in prevention, but the extent of their
knowledge is limited.
oo Some campus community members have begun a discussion about developing campus community efforts to engage campus men in prevention.
oo The campus community believes that engaging campus men in prevention is important, but has not had the resources to
start efforts to engage campus men in prevention.
oo Some members of the campus community have initiated some engaging campus men programming in limited ways.
oo The attitude in the campus community is “men have to be part of the solution,” and campus community members have
begun the planning process for establishing substantial engaging men programming.
oo Campus community leaders are supportive of expanding/improving initial efforts to engage campus men in prevention.
oo An increasing number of campus men have knowledge of healthy masculinity and the role men can play in prevention, and
they are working to increase the engagement of campus men as a whole.
192
ENGAGING MEN ASSESSMENT
oo Several different engaging men programs, activities, and policies are in place, covering diverse groups of campus men and
reaching a wide range of campus men.
oo Diverse and substantial efforts to engage campus men in prevention have been running consistently for two or more years.
oo Diverse and substantial efforts to engage campus men in prevention have been running consistently for two or more years,
although sustaining some of the efforts has been challenging.
Please check “yes” or “no” to all of the numbered statements below.
COMMUNITY ENGAGEMENT
1. Influential campus men are part of the CCR team.
oYes oNo
2. The CCRT or a subcommittee of the CCRT has assessed and engaged any expertise on masculinity and gender-based violence that
exists on campus and in the community.
oYes oNo
3. The CCRT or a subcommittee of the CCRT has assessed and engaged any expertise on evaluation that exists on campus but has not
engaged this expertise in relation to evaluating engaging campus men work.
oYes oNo
4. The CCRT or a subcommittee of the CCRT has assessed and engaged any expertise on evaluation that exists on campus to assist with
evaluating engaging campus men work.
oYes oNo
5. Members of the CCRT have been trained or educated on connections among primary prevention of sexual assault, domestic violence, dating violence, and stalking but not on healthy masculinity and engaging men in primary prevention.
oYes oNo
6. Members of the CCRT have been trained or educated on connections among unhealthy and healthy masculine social norms, gender-based violence, male survivors, and primary prevention of sexual assault, domestic violence, dating violence, and stalking.
oYes oNo
7. Members of the CCRT have been trained or educated on how to connect engaging campus men work with men’s motivation to
partner in prevention.
oYes oNo
8. Members of the CCRT have been trained or educated on using theory-driven, effective techniques of persuasion to engage campus
men in prevention.
oYes oNo
9. Members of the CCRT have been trained or educated to effectively use branding elements to engage campus men as an audience.
oYes oNo
10. Members of the CCRT have been trained or educated on masculinity in relation to different sub-groups of campus men based on
factors like social identity, organizational participation, and leadership position.
oYes oNo
ENGAGING MEN ASSESSMENT
193
11. Members of the CCRT have been trained or educated on engaging campus men in prevention and employing comprehensive,
coordinated, and ongoing strategies.
oYes oNo
12. Our campus has conducted assessments to learn about campus men (readiness assessment, climate surveys, key informant interviews, focus groups, etc.).
oYes oNo
13. Our campus has evaluated any gaps it has in understanding how to motivate a wide spectrum of men across the campus and
community to become engaged in prevention and seeks to fill those gaps through training and education.
oYes oNo
14. The CCRT has regularly reviewed the logic model or strategic plan as it applies to engaging campus men and made any necessary
adjustments.
oYes oNo
15. The CCRT has made certain that any new CCRT members receive training and education on engaging men.
oYes oNo
16. Our campus has identified key men who are leaders and willing to work with CCR team as allies.
oYes oNo
Please check “yes” or “no” to all of the numbered statements below.
EFFECTIVE STRATEGIES
17. Our campus has answered key strategic questions about engaging men: Where have we been and where are we right now in
engaging campus men? Where do we want to go? How are we going to get there?
oYes oNo
18. Our campus has developed a logic model or strategic plan that incorporates engaging men or has developed a logic model or
strategic plan solely based on engaging men.
oYes oNo
19. Our engaging men strategic planning process has included key campus constituents, including students.
oYes oNo
20. Our campus has developed persuasive messaging, branding, and clear roles for engaging campus men.
oYes oNo
21. Engaging men messaging, branding, and identifiable roles have been used to build a broad spectrum of influential campus male
allies before any programming has been implemented.
oYes oNo
22. Our campus has developed theory-informed engaging campus men programming and campaigns based on multiple, varied activities that involve effective branding and are ongoing.
oYes oNo
194
ENGAGING MEN ASSESSMENT
23. The CCRT has reviewed the logic model or strategic plan throughout the year and made any necessary adjustments.
oYes oNo
24. The CCRT has used its training and the results of its assessments about men in the campus community to finalize the development
of theory-informed engaging campus men programming and campaigns based on multiple, varied activities that involve effective
branding and are ongoing.
oYes oNo
25. The CCRT has used its training on masculinity and unhealthy and healthy social norms to develop positive engaging campus men
programming and campaigns.
oYes oNo
26. The design of engaging men programming has included attention to collaborative practices and exercises that allow for expression
of men’s diverse cultural experiences and needs.
oYes oNo
27. Engaging men programming has been designed to take into account stages of change that men and communities may go through
and uses techniques appropriate for motivating that change at different stages of readiness.
oYes oNo
28. Any engaging men campaigns created represent the diversity of men on the campus.
oYes oNo
29. The CCRT has developed a plan for disseminating the branded engaging men programming and campaigns.
oYes oNo
30. Our campus has worked with evaluation experts to develop manageable evaluation tools and protocols for the engaging men
programming and campaigns.
oYes oNo
31. The CCRT has created a new logic model or strategic plan focused on building on and sustaining engaging campus men work.
oYes oNo
32. Based on the evaluation/assessment results focusing on the effectiveness of the engaging campus men programming that has
been implemented, revisions and improvements have been made.
oYes oNo
Please check “yes” or “no” to all of the numbered statements below.
DISSEMINATION
33. The strategic plan and the results of any assessments focusing on engaging men are disseminated to key influential constituents
across the campus to build a broad spectrum of campus male allies who can speak to the issue of engaging men in informed ways.
oYes oNo
34. Multiple educators consisting of students, administrators, faculty, staff, and community members have been trained to either
conduct engaging men trainings and workshops or be spokespersons for the engaging men programming and campaigns.
oYes oNo
ENGAGING MEN ASSESSMENT
195
35. The CCRT has begun implementing theory-informed engaging campus men programming and campaigns based on multiple, varied
activities that involve effective branding and are ongoing.
oYes oNo
36. Our campus has done awareness campaigns for men (White Ribbon Campaign, Walking a Mile in Her Shoes, etc.)
oYes oNo
37. The engaging campus men brand has been used across all engaging campus men programming and campaigns to connect them
and make them more coherent.
oYes oNo
38. Our campus has widely disseminated theory-informed engaging campus men programming and campaigns based on multiple,
varied activities that involve effective branding and are ongoing.
oYes oNo
39. Multiple educators consisting of students, administrators, faculty, staff, and community members continue to be trained to either
conduct engaging men trainings/workshops or be spokespersons for the engaging men programming and campaigns.
oYes oNo
40. The CCRT and its allies engage appropriate parts of the campus in evaluating/assessing the effectiveness of engaging men programming and campaigns.
oYes oNo
41. The CCRT disseminates the results of the evaluations, especially to campus influencers who can help sustain the programming.
oYes oNo
196
ENGAGING MEN ASSESSMENT
➤Law Enforcement/Campus Security
Assessment
East Central Oklahoma University
OVW Campus Program Technical Assistance Provider
1. Please list the individuals you consider the key players in law enforcement training and policy change at your university?
Name: Position:
___________________________________
__________________________________________
___________________________________
__________________________________________
___________________________________
__________________________________________
___________________________________
__________________________________________
___________________________________
__________________________________________
___________________________________
__________________________________________
2. Please indicate areas where your campus law enforcement/security department a part of groups/committees/meetings related to
sexual assault/misconduct, dating/domestic violence, and stalking (these groups can be on campus or off campus at the local or
state level).
a. CCRT Meetings:
oYes, LE attends o No, LE does not attend oDon’t have one
If yes, indicate the level of attendance/involvement:
oNever attend oOccasionally oRegularly oHold position (chair, committee member, leadership position)
b. Community Task Force:
oYes, LE attends o No, LE does not attend oDon’t have one
If yes, indicate the level of attendance/involvement:
oNever attend oOccasionally oRegularly oHold position (chair, committee member, leadership position)
c. Awareness Events:
oYes, LE attends o No, LE does not attend oDon’t have one
If yes, indicate the level of attendance/involvement:
oNever attend oOccasionally oRegularly oHold position (chair, committee member, leadership position)
d. Sexual Assault Response Team (SART):
oYes, LE attends o No, LE does not attend oDon’t have one
If yes, indicate the level of attendance/involvement:
oNever attend oOccasionally oRegularly oHold position (chair, committee member, leadership position)
e. CRITICAL Incident Team:
oYes, LE attends o No, LE does not attend oDon’t have one
If yes, indicate the level of attendance/involvement:
oNever attend oOccasionally oRegularly oHold position (chair, committee member, leadership position)
f. Behavioral Assessment Team:
oYes, LE attends o No, LE does not attend oDon’t have one
If yes, indicate the level of attendance/involvement:
oNever attend oOccasionally oRegularly oHold position (chair, committee member, leadership position)
g. Crisis Intervention Team:
oYes, LE attends o No, LE does not attend oDon’t have one
If yes, indicate the level of attendance/involvement:
oNever attend oOccasionally oRegularly oHold position (chair, committee member, leadership position)
LAW ENFORCEMENT ASSESSMENT
197
h. Emergency Preparedness Team
oYes, LE attends o No, LE does not attend oDon’t have one
If yes, indicate the level of attendance/involvement:
oNever attend oOccasionally oRegularly oHold position (chair, committee member, leadership position)
i. Lethality Assessment Team:
oYes, LE attends o No, LE does not attend oDon’t have one
If yes, indicate the level of attendance/involvement:
oNever attend oOccasionally oRegularly oHold position (chair, committee member, leadership position)
j. Fatality Review Board:
oYes, LE attends o No, LE does not attend oDon’t have one
If yes, indicate the level of attendance/involvement:
oNever attend oOccasionally oRegularly oHold position (chair, committee member, leadership position)
k. Cybercrime Unit:
oYes, LE attends o No, LE does not attend oDon’t have one
If yes, indicate the level of attendance/involvement:
oNever attend oOccasionally oRegularly oHold position (chair, committee member, leadership position)
l. Specialized DV/SA Crime Units:
oYes, LE attends o No, LE does not attend oDon’t have one
If yes, indicate the level of attendance/involvement:
oNever attend oOccasionally oRegularly oHold position (chair, committee member, leadership position)
3. Does your university (not including the OVW campus grant) allocate specific funds, resources and personnel to sexual assault/misconduct? Dating/domestic violence, and stalking cases? If yes, please check all that apply.
oo Funds for victim services
oo Personnel for victim services
oo Counseling
oo Designated Officer(s) for sexual assault and/or domestic violence
oo Specialized training for campus officers
oo Other (please explain): ___________________
4. Is there currently a State or Nationally recognized intimate partner or sexual violence expert in your campus law enforcement/security unit?
oYes oNo
5. Is there currently a State or Nationally recognized intimate partner or sexual violence expert in your local off-campus law enforcement unit?
oYes oNo
6. How would you rate your campuses relationship with your local off-campus police department?
oo very negative
oo somewhat negative
oo neither positive nor negative
oo somewhat positive
oo very positive
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7. How much does your campus collaborate with local off-campus police department(s) related to sexual assault, dating and domestic
violence, and stalking:
oo no collaboration at all
oo very little collaboration
oo some collaboration
oo a good deal of collaboration
8. What resources has your agency accessed in the past year to enhance their understanding of Sexual Assault/misconduct, Domestic
Violence, Dating Violence, or Stalking? (Select all that apply)
oo Online Training
oo Collaborations/consultations with State sexual assault/domestic violence Coalitions
oo Training or collaboration with Prosecutor/DA
oo Training or consultations with Local sexual assault or domestic violence crisis agencies
oo In-State conference or training
oo Out-of-State conferences or trainings
oo Consultations with National Law Enforcement Association (IACP, IACLEA, FLETC, Other) experts or materials
oo Local/Regional Expert Trainer who provided in-house training on your campus
9. When was a stalking policy implemented / revised on your campus?
oo No stalking policy in place
oo Stalking policy is in draft stage
oo Within the past 12 months
oo Within the last 3 years
oo Stalking policy is older than 5 years
oo Other ________________________________________
10. Does your stalking policy outline the use of technology to stalk?
oYes oNo
11. In approximately what percentage of sexual and gender-based violence cases, did officers provide to victims written resources and
options for advocacy, victim services, etc.? _____%
12. How often does your law enforcement department call an advocate or offer to call an advocate during an initial report of sexual or
gender-based violence? If not every time, what are some of the barriers?
oNever oRarely oOcassionally oOften oMost of the Time oEvery Time
13. Does your Police/Security Department have a written policy or mandate for referring to/calling an advocate when a victim reports
sexual or gender-based violence?
oYes oNo
If yes, please provide an example/describe.
If yes, is there a formal avenue for confirming this resource provision is done (i.e. on the intake/report form, on a checklist)?
oYes oNo
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14. Does your department have a policy in place that recommends a basic preliminary report and follow-up interview/report after
victim has had 2-3 sleep cycles?
oYes oNo
15. How confident are you that your campus public safety/law enforcement department has a good understanding of university
policies and procedures related to the SaVE Act/Clery? _____% confident
0% confidence………………………………………………………………………100% confidence
16. How confident are you that your campus public safety/law enforcement department has a good understanding of university
policies and procedures related to Title IX requirements? ____% confident
0% confidence………………………………………………………………………100% confidence
17. How confident are you that campus security/law enforcement officers on your campus understand what trauma-informed work is?
___% confident
0% confidence………………………………………………………………………100% confidence
18. How confident are you that campus security/campus law enforcement will work with victims using a strong understanding of how
trauma impacts victims? ___% confident
0% confidence………………………………………………………………………100% confidence
19. How confident are you that campus security/campus law enforcement are able to work well with culturally underrepresented
groups on your campus? ___% confident
0% confidence………………………………………………………………………100% confidence
20. How confident are you that campus security/campus law enforcement know how to build positive relationships and community
perceptions of law enforcement across all areas of campus? ___% confident
0% confidence………………………………………………………………………100% confidence
21. Please answer the following questions by choosing the answer that best reflects campus security/law enforcement protocols and
practices and when they were last reviewed and discussed for revision.
a. Sexual Assault Response Protocol/Practices for campus security/law enforcement
oo Do not have a specific protocol
oo Currently being discussed and revised
oo Revised within the last year
oo Revised within last 2-5 years
b. Domestic Violence/dating violence response protocol/practices for campus security/law enforcement
oo Do not have one
oo Currently being revised
oo Revised within the last year
oo Revised within last 2-5 years
c. Stalking response protocol/practices for law enforcement/campus security
oo Do not have one
oo Currently being revised
oo Revised within the last year
oo Revised within last 2-5 years
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22. Are dispatchers/call-takers required to follow a protocol/manual/flowchart or other tool when taking a domestic violence call?
oYes oNo
23. If yes, how do you know that this tool is being used?
24. About how much of the time do you think these protocols are followed? _____% of the time
25. Which of the following best describes your campus regarding a memorandum of understanding (MOU) with local law enforcement?
oo We have no MOU
oo We are in the process of developing an MOU
oo We have a general MOU, but it does not include specific information related to sexual and gender-based violence
oo We have a blanket MOU that includes specific information related to sexual and gender-based violence
oo We have separate/additional MOU that is specific to sexual and gender-based violence.
26. If your MOU includes or is dedicated to specific information related to sexual and gender-based violence, what elements below are
included?
oo MOU specifically includes sexual assault
oo MOU specifically includes stalking
oo MOU specifically includes domestic/dating violence
oo MOU includes assignment of investigative responsibility for sexual assault cases
oo MOU clearly defines jurisdiction for sexual assault, stalking, dating/domestic violence cases
oo MOU Clearly outlines lines and flow of communication and information sharing
oo If your campus is located in a jurisdiction that recognizes Misdemeanor Sexual Assault , MOU outlines Investigative Responsibility (campus LE vs municipal/other)
oo MOU Clearly outlines circumstances that qualify as Misdemeanor Sexual Assault
27. How many sexual assault/misconduct/dating violence/domestic violence/stalking offenders are formally charged in the school
disciplinary system yearly? ______________
28. How many sexual assault/misconduct/dating violence/domestic violence/stalking offenders are formally charged in the criminal
justice system yearly? _______________
29. How many sexual assault/misconduct cases were handled by female officers in the past year? __________
30. How many sexual assault/misconduct cases were handled by male officers in the past year? ___________
31. Does your department use any type of checklist to help officers evaluate their initial response and follow-up to a report of sexual
assault, domestic/dating violence or stalking? (i.e. Checklist of Appropriate Actions, IACP Response To Sexual Assault Checklist, )
checklist)?
oYes oNo
32. Does your campus security/law enforcement department have a way to regularly collect feedback from victims/survivors who
report to ask them about their experiences with law enforcement (i.e. Form For Evaluating Police Response)?
oYes oNo
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TRAINING
33. Does your Police/Security Department have a policy regarding certification/continuing education/training in the following areas?
a. Domestic/Dating Violence oYes oNo
b. Sexual Assault
oYes oNo
c. Stalking oYes oNo
d. Interconnectedness of Domestic/Dating Violence, Sexual Assault, and Stalking
oYes oNo
e. Sexual harassment oYes oNo
f. Trafficking oYes oNo
34. On a scale from 1-5 (with 1 being not at all and 5 being very well) How well does your law enforcement training content and format
accommodate varied learning styles (i.e, visual, auditory, tactile, etc.)? ________
35. On a scale from 1-5 (with 1 being not at all and 5 being very well) How well does your law enforcement training content and format
promote an understanding and sensitivity to cultural diversity? ___________
36. How often are your dispatchers or call-takers trained in the area of sexual and gender-based violence?
oo During new job orientation/first weeks on the job.
oo Yearly
oo More than once a year
oo As needed when new/updated policies or best practices are released
oo Never
37. How many total training hours do new officer/new hires receive (i.e. during orientation, new-staff training, etc)? ________
a. How many of the total hours are dedicated to trauma-focused training and sexual/gender-based violence? ______
b. What format/type of training is included? Check all that apply.
oo Online
oo Watched Video
oo Live/in-person lecture style
oo Live/in-person group work/tabletop exercise/discussion
oo Scenario Based
oo Conference
oo Other
c. What topics are covered in this training? Check all that apply.
oo Understanding myths and biases
oo Consent
oo Securing victim safety
oo Understanding trauma
oo Needed medical attention
oo Rights
oo Referrals/resources
oo Trauma sensitive interviewing techniques
oo Cultural competence
oo Best practices in sexual assault, domestic violence, dating violence, and stalking
oo Improving community relationships with LE
oo Understanding stalking behavior
oo Stalking investigation and response
oo Interconnectedness of stalking with Sexual assault and domestic/dating violence
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LAW ENFORCEMENT ASSESSMENT
d. How often is this training conducted by experienced members or former members of law enforcement?
oAlways
oSometimes
oNever
e. How often does a trainer co-train with an advocate?
oAlways
oSometimes
oNever
f. Are evaluation tools used and data compiled for trainers/sessions?
oYes oNo
If yes, check all that apply:
oo Participant satisfaction only
oo Participant perceptions of outcomes
oo Pre and post-test assessment of outcomes
g. On a scale from 1-5, how well would you say your last trainer was able to engage your audience? __________
1=not able to engage at all 3=not able to engage at all 5=fully engaged the audience
h. On a scale of 1-5, how relatable would you consider your trainers? ____________
1=not at all credible
3 = somewhat credible
5=highly credible
38. How many total training hours does existing staff receive yearly? __________
a. How many of the total hours are dedicated to trauma-focused training and training on sexual assault, dating and domestic
violence and stalking?_________
b. What format/type of training is utilized by your university and law enforcement/security department? Check all that apply.
oo Online
oo Watched Video
oo Live/in-person lecture style
oo Live/in-person group work/tabletop exercise/discussion
oo Scenario Based
oo Conference
oo Other
c. What topics are covered in this training on sexual assault, dating and domestic violence and stalking? Check all that apply.
oo Understanding myths and biases
oo Consent
oo Securing victim safety
oo Understanding trauma
oo Understanding needed medical attention
oo Rights
oo Referrals/resources
oo Cultural competence
oo Trauma-sensitive interviewing techniques
oo Best practices in sexual assault, domestic violence, dating violence, and stalking
oo Perceptions of LE by campus community
oo Improving community relationships with campus security/law enforcement
oo Follow-up with victims
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203
oo Understanding stalking behavior
oo Stalking investigation and response
oo Interconnectedness of stalking with Sexual assault and domestic/dating violence
oo Other
d. How often is this training conducted by experienced members or former members of law enforcement?
oAlways
oSometimes
oNever
e. How often does a trainer co-train with an advocate?
oAlways
oSometimes
oNever
f. Are evaluation tools used and data compiled for trainers/sessions?
oYes oNo
If yes, check all that apply:
oo Participant satisfaction only
oo Participant perceptions of outcomes
oo Pre and post-test assessment of outcomes
39. On a scale of 1-5 how would you rate the interaction between your last trainer and the audience? ________
1 = does not interact with the audience
3 = interacts somewhat
5=interacts well to the audience
40. On a scale of 1-5, how relatable would you consider your trainers? ________
1 = does not relate to the audience
3 = relates somewhat
5=relates well to the law enforcement audience
41. On a scale of 1-5, how credible would you consider your trainers?_________
1 = not credible
3 = somewhat credible
5= very credible
42. When was the last time your Police/Security Department provide special/targeted training that focuses on first response to sexual
and gender-based violence reports (rather than training on these topics more generally)?
oo Never
oo Within the past year
oo Within the past 2-5 years
43. Do members of the CCRT provide campus-related (including campus culture related) content and input to campus security/law
enforcement training materials and tools?
oYes oNo
44. How helpful was the training you received on sexual assault, dating and domestic violence and stalking to your response to your
most recent case of sexual assault, dating or domestic? __________
1 = not at all helpful 5= very helpful
45. Do you gather information/data to measure campus and community perceptions of the law enforcement/public safety/security
department on your campus?
oYes oNo oWe are developing one
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LAW ENFORCEMENT ASSESSMENT
46. Please describe efforts you are making to make community perceptions of campus security/campus law enforcement positive.
47. What are the two biggest challenges to creating positive community perceptions of law enforcement on your campus?
LAW ENFORCEMENT ASSESSMENT
205
➤Mandatory Education Assessment
Green Dot etc., inc.
OVW Campus Program Technical Assistance Provider
1. Who do you currently have education programs related to sexual assault, dating and domestic violence and stalking for on your
campus?
oo Faculty
oo Administrators
oo Staff
oo First year students
oo Second, third, and fourth year students
oo Graduate students
2. Is education mandatory for any of these groups?
oo Student-athletes
oo Student greek life participants
oo First year students
oo Second through 4th year students
oo Faculty
oo Staff
oo Administrators
3. How many hours of mandatory training related to sexual assault, dating and domestic violence, and stalking do students get across
their time on your campus?________
4. On average, how many doses or exposures does an average student on you campus have to education materials about sexual
assault, dating and domestic violence and stalking each year? ______
5. Do faculty and staff receive training related to sexual assault, dating and domestic violence and stalking when they begin as new
employees?
oYes oNo
6. Do faculty and staff receive any ongoing training related to sexual assault, dating and domestic violence and stalking?
oYes oNo
7. Which of the following topics are covered in education on sexual assault, dating and domestic violence and stalking provided to
students on your campus. Please check all that apply:
oo Student conduct policy
oo Reporting options for sexual assault, dating and
domestic violence and stalking
oo Resources for seeking help with sexual assault, dating
and domestic violence, and stalking
oo Defining what sexual assault it
oo Definitions of dating and domestic violence
oo Definitions of stalking
oo Bystander intervention skills
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oo Risk reduction/ self-defense
oo Rape myths
oo Continuum of violence
oo Male/female socialization and gender roles
oo Statistics about prevalence
oo Engaging men
MANDATORY EDUCATION ASSESSMENT
8. Which of the following best describes education programs on your campus related to sexual assault, dating and domestic violence,
and stalking? (Choose one statement)
oo They are programs we developed ourselves and have been using for years.
oo They are programs we have purchased training on from outside vendors.
oo They are programs we have received training on and have adapted for our campus.
9. Approximately what percentage of each of the following groups do you reach with your education strategies related to sexual
assault, dating and domestic violence and stalking?
oo First year students _____%
oo Faculty ______%
oo Students beyond their first year ______%
oo Staff _____%
oo Administrators ____%
oo Parents ______%
10. What is the strongest aspect of your current education work?
11. What is the biggest challenge to providing education on your campus?
12. Rank the order the modalities for disseminating your program, write from (1) for most common to (9) for least common (write n/a
for those that don’t apply).
___Face to face instruction (professional staff)
___Face to face instruction (peer facilitated)
___Printed materials
___Outside speaker
___Web-based information (interactive)
___Web-based information (passive)
___Theater programs
___Videos/film
___Social Marketing Campaign
MANDATORY EDUCATION ASSESSMENT
207
13. Across all their years on your campus, approximately how many times do they receive each of these types of education about sexual
assault, dating and domestic violence, and stalking:
0 time
once
twice
3 or more
Face to face instruction (professional staff)
Face to face instruction (peer facilitated)
Printed materials
Outside speaker
Web-based information (interactive)
Web-based information (passive)
Theater programs
Videos/film
Social Marketing Campaign
14. Within their first year, approximately how many times is the typical incoming student exposed to violence prevention/intervention
information?__________
15. Do you collect information about the impact of your education work?
oYes oNo
If yes check all that apply:
oo Informal feedback by word of mouth
oo Asking participants what they liked or didn’t like about the program
oo Focus groups
oo Pre- and post-test using surveys
oo Surveys using a control group that does not get the educational message and a treatment group that does.
If yes, what types of outcomes do you assess: oknowledge oattitudes obehavior
16. Is there an office on your campus that is designated solely to address issue of violence against women or power-based personal
violence?
oYes oNo
17. What are the key services provided by the unit? (select all that apply)
oo Intervention
oo Prevention education
oo Awareness
oo Skill development
oo Training for faculty and staff
18. Using a scale from 0% to 100% indicate your confidence with the following situations:
55 Finding and using research to inform choice and design of education strategies.
55 Using best practices from research on what works in prevention of sexual assault, dating and domestic violence and stalking.
55 Taking steps to change the negative perception of sexual assault, dating violence, domestic violence, and stalking and negative perceptions about programs to prevent it.
55 Changing how messages are presented so that they more effectively engage many different sub-groups and sub-communities on my campus.
55 Using education strategies that engage internal motivation of audiences to work to end violence on our campus.
55 Design and collect information about the impact of my groups education efforts.
55 Engaging first year students in power based violence prevention.
55 Engaging faculty in efforts to end power-based violence.
55 Having productive conversations with campus administrators about their role in ending power-based violence on campus.
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MANDATORY EDUCATION ASSESSMENT
55 Describe the logic model for the educational work I and colleagues are doing.
55 Key elements of diffusing new knowledge etc
19. Rate your collaboration with the following groups on scale of 1 (very weak) to 5 (very strong):
55 Athletics
55 Campus Security
55 Counseling services
55 Dean of Students Office
55 Faculty
55 Greek system
55 Health Promotion
55 Local DV/SA agencies
55 Local law enforcement
55 Office for Diversity
55 Other administrators
55 Religious life
55 Residential life
55 Student groups
55 Office of the President
MANDATORY EDUCATION ASSESSMENT
209
➤Strategic Planning and Assessment Grantee
Assessment
1. How much do you agree with the following statements?
1 2 3 4 5
Not at all
Somewhat
Strongly agree
55 My gut instinct about what works is more informative than pre- and post-test information.
55 Evaluation data is more resource intensive than it is worth.
55 I can improve my work by using logic models.
55 Collecting assessment data can improve the sustainability of my work on sexual assault, dating and domestic violence
and stalking.
55 Scientific research articles are too far removed from campus practices to be valuable to my work.
2. How confident are you in doing the following things? Please rate your confidence using the scale of 0% confident to 100% confident that you could do this.
0……………………………………………………………………………100
55 Lead your CCRT through a strategic planning process.
55 Write clear strategic planning goals to guide your work.
55 Develop and use a logic model for pieces of your work.
55 Describe the importance of assessment to others on your campus.
55 Choose effective measures to assess progress and effectiveness of your work.
55 Collect trustworthy data about the impact of your work to respond to sexual assault, dating and domestic violence and
stalking.
55 Analyze data on the effectiveness of your work to respond to sexual assault, dating and domestic violence and stalking.
55 Effectively present and communicate to others about assessment data.
55 Put evaluation data into a table that someone else could read and understand.
55 Use research to inform program and policy choices.
55 Read and understand scientific research articles so that you can use what they say to inform your work.
55 Summarize findings from reviewing research articles to others.
55 Locate and form collaborations with local researchers to enhance assessment work.
55 Conduct a needs assessment.
55 Conduct a strong formative/process evaluation.
55 Conduct a strong outcome evaluation of the effectiveness of a program or training.
55 Design and conduct a focus group.
55 Design a pre- and post-test survey.
55 Work with my campus human subjects review board to protect participants I am assessing.
55 Analyze data from a focus group.
55 Analyze data from pre- and post-test surveys.
55 Understand the limitations of different forms of data.
55 Talk to others about the strengths and limits of different types of assessment or evaluation data.
55 Use assessment findings to improve my program.
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STRATEGIC PLAN ASSESSMENT
3. How often do you review research literature related to sexual assault, dating and domestic violence, and stalking prevention and
response?
oo Never
oo Rarely
oo Sometimes
oo Regularly
4. Are any of the sexual assault, dating and domestic violence and stalking prevention strategies your campus is using theory based?
oYes oNo
If yes, approximately what percentage of your programs and strategies are theory-based? _________
5. Are any of the sexual assault, dating and domestic violence and stalking response strategies that your campus is using evidence
based?
oYes oNo
If yes, approximately what percentage of your response strategies? _________
6. In the past year I have created a logic model for some aspect of my work on sexual assault, dating and domestic violence and
stalking.
oYes oNo
7. Have you conducted any assessments of the effectiveness of your work in the past year?
oYes oNo
If yes, in which areas (check all that apply):
oo Understanding the needs of culturally diverse groups
oo Engaging men
oo Conduct/Judicial programs
oo Law Enforcement/ Campus Security
oo Mandatory Education
oo Coordinated Community Response
8. Which of the following types of assessment have you used in your work in the past year (choose all that apply)
oo Needs assessment surveys including campus climate surveys
oo Needs assessment focus groups
oo Focus groups about program/policy/training effectiveness
oo Participant satisfaction questions
oo Pre- post test outcome assessments
oo Pre and post-test outcome assessments using a control group
oo Other: _____________________
9. Have you shared assessment or evaluation findings with someone outside your CCRT in the past year?
oYes oNo
10. Have you used a logic model or strategic plan to communicate with someone outside your CCRT in the past year?
oYes oNo
STRATEGIC PLAN ASSESSMENT
211
11. Has your campus done a climate survey related to sexual assault, dating and domestic violence, and stalking in the past two years?
oYes oNo
If yes, have you or your CCRT had input on a campus climate survey related to sexual assault, dating and domestic
violence and stalking?
oYes oNo
12. What are the 3 biggest challenges to strategic planning for the OVW Campus grant you face?
1.
2.
3.
13. What are the 3 biggest strengths or successes you have had related to strategic planning on the OVW campus grant?
1.
2.
3.
14. What are the 3 biggest challenges to assessing the impact of your work on the OVW Campus grant you face?
1.
2.
3.
15. What are the 3 biggest strengths or successes you have had related to assessing the impact of work on the OVW campus grant?
1.
2.
3.
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STRATEGIC PLAN ASSESSMENT
| File Type | application/pdf |
| File Modified | 2016-05-11 |
| File Created | 2016-02-09 |