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Date: November 22, 2024 Fri
Time: 11:58 am
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Results for colleges and universities
41 results foundAuthor: Oklahoma. Campus Life and Safety Security Task Force Title: CLASS, Campus Life and Safety and Security Task Force: Final Report Summary: On April 16, 2007, the campus of Virginia Tech in Blacksburg, Va., was the scene of a horrifying massacre. A single shooter, Seung-Hui Cho, killed 32 people and wounded many more before committing suicide. Cho, a senior student at Virginia Tech, had been diagnosed with and treated for a severe anxiety disorder beginning in middle school and continued receiving therapy and special education support until his junior year of high school. During his college career, Cho had been accused of stalking two female students, was declared mentally ill by a Virginia special justice and had been asked to seek counseling by at least one professor. Unfortunately, these individual warning signs were not tracked and dealt with in a way that provided Cho with the help he needed and, in turn, possibly prevented the shootings. In addition, concerns were raised about the institution's notification process and response to the shootings. In an effort to evaluate and improve the ability of Oklahoma higher education and career technology center campuses to better handle a situation such as the Virginia Tech incident, Gov. Brad Henry issued Executive Order 2007-17 on April 25 (subsequently amended on April 27) establishing the Campus Life and Safety and Security Task Force, otherwise known as the CLASS Task Force. Henry appointed Dr. Glen D. Johnson, chancellor of the Oklahoma State System of Higher Education, as chair of the task force and Dr. Phil Berkenbile, director of the Department of Career and Technology Education, as vice-chair. Thirteen additional members from Oklahoma higher education, career technology education, public safety and health services were appointed as stated in the order. The Executive Order states that the purpose of the task force is threefold: 1. To review and evaluate campus safety and security plans already in place. 2. To determine what modifications, if any, are necessary to prevent crises and enhance crisis response on campuses. 3. To research methods for recognizing students in need and delivering to them appropriate services, such as counseling, substance abuse treatment and mental health management. The order also enables the task force to make preliminary recommendations to campus personnel of specific measures to better protect campuses and improve emergency response. Discussions revealed five major areas of focus - Laws and Policies, Counseling, Response, Notification and Funding - and subcommittees were formed to explore each area. Each subcommittee conducted specific research and has submitted a report that assesses the current condition of its respective area of concern and makes recommendations for improvement. Those subcommittee reports comprise Section V of this document. As part of the research done by the task force, a two-part self-assessment survey was sent to each campus to gather information about crisis preparedness and availability of counseling services. A summary of the survey findings is included in Section IV of this report. . Details: Oklahoma City, Okalahoma: Oklahoma State Regents for Higher Education, 2008. 91p. Source: Internet Resource: Accessed May 8, 2018 at: https://www.okhighered.org/class/docs/final-report.pdf Year: 2008 Country: United States URL: https://www.okhighered.org/class/docs/final-report.pdf Shelf Number: 116656 Keywords: Campus CrimeCampus SecurityColleges and UniversitiesSecurity |
Author: Giblin, Matthew J. Title: Critical Incident Preparedness and Response on Campus: Examining the Relationship Between Local Law Enforcement and Post-Secondary Institutions in Illinois and the United States Summary: The impetus for this report was the Virginia Tech (VT) shooting incident in April 2007; the authors observed in both Illinois and nationally the creation of commissions to examine campus safety issues as well as prescriptions for improving security. One of the key questions guiding the research was whether any new preparedness steps were taken. This report frames many of the findings and implications within the context of the VT shootings because the research was focuses on change pursuant to that tragedy. Data were collected beginning in April 2008 to study the changes campuses had pursued in the first year after the VT incident. Details: Carbondale, IL: Center for the Study of Crime, Delinquency & Corrections, Southern Illinois University Carbondale, 2008. 61p. Source: Internet Resource Year: 2008 Country: United States URL: Shelf Number: 118766 Keywords: Campus SafetyCampus SecurityColleges and UniversitiesCritical Incident Preparedness |
Author: Wada, James Christopher Title: Betwixt and Between: The Perceived Legitimacy of Campus Police Summary: Historically, campus police (CP) have evolved similar to "mainstream" police. However, the identity of CP has been unclear. First, CP may not be accepted by university administration because they are "cops," not part of academia. Second, students and other law enforcement agencies may not perceive CP as “cops" because they are based in a university system. The legitimacy of police officers is crucial for public support and cooperation; without it, a police officer's effort to combat crime and maintain order is jeopardized. Although CP marginalization has been discussed in the literature, there are no empirical studies of CP legitimacy. To explore the legitimacy of CP, CP officers from a doctoral extensive land grant institution were interviewed. The analysis of interviews reflected three salient perceptions of CP: (1) In many instances the community did not regard CP as sworn police officers; (2) the public stereotypes CP; and (3) CP have to “sell” their profession to the public. Overall, the interviews indicated that CP perceive some level of marginalization by the public. To confirm the perceptions of CP, a convenience sample of 593 undergraduate students were surveyed. The surveys were used to compare student perceptions of legitimacy between CP and municipal police (MP) at the department and individual officer levels. Results of the surveys indicated that students have lower perceived levels of legitimacy for CP officers compared to MP officers (p=.01). Similarly, students have lower perceived levels of legitimacy for the CP department compared to the MP department (p=.05). Consequently, it appears that the perceptions of CP were justified. Survey results indicated that students do, indeed, perceive CP as a less legitimate law enforcement authority compared to their "mainstream" counterpart. Victor Turner’s theory of liminality was used to explain CP marginalization. Turner describes liminality as a transitional period between two social standings. However, in some instances, a person or group may never transition out of that liminal period. These unfortunate few are consider "permanently" liminal. The analysis of CP interviews and student surveys indicated that CP appear to be "permanently" liminal, trapped in an ambiguous state, "betwixt and between" two social standings. Details: Pullman, WA: Washington State University, 2007. 199p. (Thesis) Source: Internet Resource: Accessed August 19, 2010 at: http://www.dissertations.wsu.edu/Dissertations/Summer2007/j_wada_072307.pdf Year: 2007 Country: United States URL: http://www.dissertations.wsu.edu/Dissertations/Summer2007/j_wada_072307.pdf Shelf Number: 117624 Keywords: Campus CrimeCampus PoliceColleges and Universities |
Author: Johnson, Matthew Title: Personal Victimization of College Students Summary: The purpose of this study was to explore aspects of personal victimization among college students in Texas. Findings were reported and discussed regarding the extent of personal victimization, factors increasing or decreasing the likelihood of personal victimization, and situational issues pertaining to the consequences of being victimized. Some of the more noteworthy findings are: Approximately 26% of respondents reported being a personal crime victim within the past two years; The percentage of females experiencing personal victimization was substantially higher than the percentage for males. Further investigation revealed that the measures of stalking and sexual assault victimization accounted for the overall higher rate for females; Respondents living with a roommate or roommates were much more likely to be victims compared to respondents living alone; Respondents who grew up in a household headed by only the biological father and those raised primarily by their grandparents were significantly more likely to report being a victim compared to all other categories; Exposure to and involvement in violence is associated with personal victimization. Respondents experiencing violence between parents as children and respondents engaging in violent/personal crime were significantly more likely to be victims of personal crime compared to other respondents; Respondents who spent more time taking safety precautions to prevent victimization were more likely to have been victimized compared to those spending less time doing such things; Respondents who were personal crime victims had higher levels of fear of victimization compared to non-victims; and Personal crime victims reported spending more time partying than non-victims. Details: Huntsville, TX: Crime Victims' Institute, Criminal Justice Center, Sam Houston State University, 2009. 39p. Source: Internet Resource: Accessed October 5, 2010 at: http://www.crimevictimsinstitute.org/documents/CSVictimizationFinal.pdf Year: 2009 Country: United States URL: http://www.crimevictimsinstitute.org/documents/CSVictimizationFinal.pdf Shelf Number: 119862 Keywords: Campus CrimeColleges and UniversitiesSexual AssaultStalkingVictimization SurveysVictims of Crime |
Author: Johnson, Matthew Title: Property Victimization of College Students Summary: This report focuses on property victimization of college students. It is designed to examine the prevalence and frequency of property victimization; and explore the contexts in which it is most likely to occur. College students were selected because, according to previous studies, persons in their mid teens to mid 20s have a higher victimization rate than do other age groups. Non-violent property crimes including motor vehicle theft, theft of other items, burglary, and vandalism cost victims billions of dollars every year. Most of those property crime victimizations involve economic loss, most of which is never recovered. There has been little research on this kind of victimization among college students. Nevertheless, evidence shows that males and younger students are at greatest risk for experiencing some forms of property victimization, particularly theft. Data was collected from on an online survey of college students from seven public universities spread across the state of Texas. The overall racial/ethnic composition of the sample was comparable to the overall composition of all college students in the state. Details: Huntsville, TX: Crime Victims' Institute, Criminal Justice Center, Sam Houston State University, 2009. 29p. Source: Internet Resource: Accessed October 6, 2010 at: http://www.crimevictimsinstitute.org/documents/CSVictimizationPropertyCrimeReportFinalfromPress.pdf Year: 2009 Country: United States URL: http://www.crimevictimsinstitute.org/documents/CSVictimizationPropertyCrimeReportFinalfromPress.pdf Shelf Number: 119866 Keywords: BurglaryColleges and UniversitiesProperty CrimeSchool CrimeStudents, Crimes AgainstVandalismVehicle TheftVictimizationVictims of Crime |
Author: Bobb, Merrick Title: A Bad Night at Powell Library: The Events of November 14, 2006 Summary: At the behest of UCLA Acting Chancellor Norman Abrams, PARC was engaged to investigate a November 2006 incident in which the UCLA campus police repeatedly tasered a UCLA student who refused to produce his student identification after hours in the main campus library. PARC conducted a seven-month investigation of the facts, including exhaustive research on the Taser itself, on the policies and practices of other universities and police departments regarding use of the Taser, and on the best and recommended practices regarding the Taser formulated by the leading authorities and experts on the question, including model policies drafted by police organizations such as the International Association of Chiefs of Police (IACP) and the Police Executive Research Forum (PERF). Details: Los Angeles, CA: Police Assessment Resource Center, 2007. 117p. Source: Iinternet Resource: Accessed October 13, 2010 at: http://www.parc.info/client_files/UCLA/UCLA%20Taser%20Report%20August%20Final.pdf Year: 2007 Country: United States URL: http://www.parc.info/client_files/UCLA/UCLA%20Taser%20Report%20August%20Final.pdf Shelf Number: 119940 Keywords: Campus PoliceColleges and UniversitiesPolice Use of ForceStun GunsTasers |
Author: Alexander, Maria A. Title: An Overview of Crime in the Neighborhoods Contiguous to the University of Memphis: Strategies and Initiatives Summary: This report was produced in an effort to review the specific crime issues that are occurring in neighborhoods that border the University of Memphis. The research contained in this report is primarily derived from data collected from CompStat (computer statistics) through the Memphis Police Department, interviews with neighborhood association groups within the University District and survey data which were collected and analyzed by the University of Memphis Center for Community Criminology and Research (CCCR). Additionally, universities and campus police departments throughout the United States were queried as to strategies and initiatives that have been employed in similar settings. Details: Memphis, TN: Memphis Shelby Crime Commission 2003. 67p. Source: Internet Resource: Accessed October 28, 2010 at: http://cas2.memphis.edu/community/pdfs/UNCrime_2003.pdf Year: 2003 Country: United States URL: http://cas2.memphis.edu/community/pdfs/UNCrime_2003.pdf Shelf Number: 120108 Keywords: Colleges and UniversitiesCrime AnalysisNeighborhoods and Crime |
Author: Krebs, Christopher P., Lindquist, Christine H. Title: The Historically Black College and University Campus Sexual Assault (HBCU-CSA) Study Summary: Sexual assault has a substantial impact on both victims and society. Victims of sexual assault may suffer both immediate and long-term physical and mental health consequences, including injury, sexually transmitted diseases, and pregnancy. Victims of sexual assault report increasing their visits to physicians by 18% the year of the assault, by 56% the year after the assault, and by 31% two years after the assault. Four out of five rape victims subsequently suffer from chronic physical or psychological conditions, and rape victims are 13 times more likely to attempt suicide than persons who have not been crime victims and 6 times more likely than victims of other crimes. Overall, rape is believed to carry the highest annual victim cost of any crime: $127 billion (excluding child sex abuse cases). It is followed by assault at $93 billion per year, murder (excluding arson and drunk driving) at $61 billion per year, and child abuse at $56 billion per year. Given the substantial impact that sexual victimization has on individual victims and society, collecting information that advances our understanding of sexual assault, helps us prevent victimization, and better meets the needs of victims is critical. Although a considerable amount of research on sexual violence on college campuses has been conducted, very little of this research has involved historically black college and university (HBCU) students. As a result, there is a substantial gap in the literature and knowledge base about the magnitude of the problem, what is being done to reduce the problem, and what more can be done to prevent sexual violence and meet the needs of victims of sexual assault on HBCU campuses. The gap in research makes it difficult to fully understand the sexual assault experiences of African American students in general, given that almost 20% of African American baccalaureates receive their degree from HBCUs. RTI International was funded by the National Institute of Justice (NIJ) to conduct the HBCU Campus Sexual Assault (HBCU-CSA) Study. The HBCU-CSA Study was undertaken to document the prevalence — as well as associated personal and behavioral factors, context, consequences, and reporting—of distinct forms of sexual assault. This study also examines campus police and service provider perspectives on sexual victimization and student attitudes toward law enforcement and ideas about prevention and policy. Faculty, staff, and students at all four of the participating HBCUs, many of whom were women of color, played an invaluable role in ensuring that the study was culturally sensitive and would be well received by the population of undergraduate women at HBCUs. HBCU faculty, staff, and students collaborated with RTI on all aspects of the study including design, instrumentation, marketing and recruitment, and analysis and dissemination of findings. In the HBCU-CSA Study, the term “sexual assault” includes a wide range of victimizations, including rape and other forms of unwanted sexual contact (e.g., sexual battery). Following the typology put forth in the previously conducted CSA Study, we classify sexual assault based on how the assault was achieved. Virtually all sexual assault research distinguishes between assaults occurring as a result of physical force or threats of physical force and those that do not involve the use or threat of force. Similarly, in the HBCU-CSA Study, we consider physically forced sexual assault as a distinct category of assault. Another means through which sexual assault is achieved is incapacitation of the victim. Legal definitions of sexual assault factor in one’s ability to provide consent, and individuals who are incapacitated because of the effects of alcohol or drugs (or otherwise incapacitated, such as when they are unconscious or asleep) are incapable of consenting. Incapacitated sexual assault can be broken down into three subtypes: alcohol or other drug (AOD)-enabled, drug-facilitated, and other incapacitated sexual assault. Drug-facilitated sexual assault (DFSA) is defined as unwanted sexual contact occurring when the victim is incapacitated and unable to provide consent after she has been given a drug without her knowledge or consent. If a woman experiences unwanted sexual contact when she is incapacitated and unable to provide consent because of voluntary consumption of alcohol or other drugs, we classify it as AOD-enabled sexual assault. Other incapacitated sexual assaults capture the remaining, and uncommon, situations in which a victim can be incapacitated, such as by being asleep or unconscious. The HBCU-CSA Study addresses several gaps in the existing literature and makes a number of contributions to the field. It is the first to generate prevalence estimates of sexual assault on a collection of HBCU campuses and thus enable us to explore whether findings on sexual assault generated from the “general” population of undergraduate women are consistent with the experiences of undergraduate women attending HBCUs. Furthermore, it is among the first to explore in substantial detail the responses to sexual assault by campus law enforcement (as well as service providers) based on data gathered both from victims themselves and from law enforcement and service provider staff. Learning more about the extent to which sexual assault is reported among HBCU students, and the criminal justice and service provider response to such reporting, is extremely important so we can assess the efficacy of these responses and make necessary policy and practice changes capable of improving the services for victims and ultimately preventing sexual assault. Details: Research Triangle Park, NC: RTI International, 2010. 93p. Source: Internet Resource: Accessed March 17, 2011 at: http://www.ncjrs.gov/pdffiles1/nij/grants/233614.pdf Year: 2010 Country: United States URL: http://www.ncjrs.gov/pdffiles1/nij/grants/233614.pdf Shelf Number: 121049 Keywords: Colleges and UniversitiesMinoritiesRapeSexual AssaultSexual ViolenceVictims of Crime |
Author: Buettner, Cynthia K. Title: Parties, Police, and Pandimonium: An Exploratory Study of Mixed-Issue Campus Disturbances Summary: This dissertation explores mixed-issue campus disturbances (celebratory riots), which are defined as a public conflict between aggregates of participants (mostly students) and authorities (usually the police) that did not begin as an issue-based protest gathering. These disturbances have increased in number and intensity over the past two decades, and the severity of the problem, in danger to students and public safety personnel as well as in financial costs, has prompted a variety of untested actions by universities and communities. In an effort to develop a comprehensive description and a conceptual framework for further research, this mixed-method study combined a qualitative examination of student and public accounts of the disturbance that occurred after the 2002 Ohio State University/University of Michigan football game with data obtained through two quantitative surveys; one of administrators representing 31 universities and one of OSU students experiences with off-campus parties. Despite underage drinking laws that prohibit young adults from drinking until age 21, students report, “drinking is the major glue that bonds students.” Student parties (typically in student off-campus housing neighborhoods) provide a place for students to drink with friends (over 70% reported attending an off-campus party at least once a month). Large gatherings of students at parties appear to attract “entrepreneurs,” people (many of whom are not students at the university) intent on precipitating and participating in anti-social (car tipping, arson, etc.) behavior. As police take action to break up the parties before trouble begins or to apprehend the “entrepreneurs,” they often invoke negative responses from the partiers. Bystanders inadvertently affected by large-scale police tactics against partygoers and/or entrepreneurs, often join in the confrontation with the police in response to feeling unjustly harmed. Analysis of student comments indicates that for 18-21 year olds, an underlying issue is the minimum drinking age and police and university tactics used to enforce it. This suggests further research into police training and response to gatherings of students is needed. The prevention efforts employed by universities also require additional thought and research, as student comments suggest that most of the efforts currently in practice are likely to fail. Details: Columbus, OH: Ohio State University, 2004. 221p. Source: Internet Resource: Accessed April 1, 2011 at: http://etd.ohiolink.edu/view.cgi?acc_num=osu1085677892 Year: 2004 Country: United States URL: http://etd.ohiolink.edu/view.cgi?acc_num=osu1085677892 Shelf Number: 121205 Keywords: Campus CrimeCampus DisturbancesColleges and UniversitiesRiotsSportsUnderage Drinking |
Author: National Center for Victims of Crime, Stalking Resource Center Title: Model Campus Stalking Policy Summary: Stalking behaviors on campus can be difficult to recognize and ameliorate. It is important to remember that stalking is not a one-time event, but a series of incidents that can escalate and lead to violence. And, although much progress had been made in addressing domestic violence, dating violence, and sexual assault on campus, stalking is neither adequately discussed under many existing campus policies nor addressed in prevention efforts. Given the prevalence of stalking on campuses and its impact on victims, a dedicated effort to address stalking on campus is necessary. National prevalence rates on stalking are startling. The 2009 Bureau of Justice Statistics Special Report, Stalking Victimization in the United States, estimated that 3.4 million people were stalked during a 12-month period. Persons ages 18 to 24 (average age of college students) experienced the highest rates of stalking victimization. Research also shows that stalking is a significant problem on college campuses and these studies find higher rates of stalking victimization among college-aged women than that of the general population. The National College Women Sexual Victimization Study found that over 13 percent of college women had been stalked in the academic year prior to the study. Though stalking behavior is often prolonged and ongoing, the majority of stalking incidents (over 83 percent) were not reported to police or campus law enforcement. Three in ten college women reported being injured emotionally or psychologically from being stalked. It is important to note that stalking often occurs in the context of both dating violence and sexual assault. In one study, researchers found that 43 percent of victims were stalked by a current/ former boyfriend and in 10 percent of incidents, the victim reported that the stalker forced or attempted sexual contact. Other research on sexual assault on college campuses found that perpetrators of these assaults were premeditating, repeat offenders, who used strategies we identify as classic stalking strategies (such as surveillance and information gathering) to select and ensure the vulnerability of their victims. The Stalking Resource Center recommends the development of a collaborative and comprehensive response to stalking on campus that includes creating a campus stalking policy. A university or college stalking policy is one of the best ways to address the significant problem of stalking on campus. A policy demonstrates institutional commitment to the issue and serves as an authoritative mechanism to inform the campus community about this serious crime. A policy on stalking can create guidelines for students, informs the campus body that stalking behaviors will not be tolerated, and can be a proactive measure in guiding student behavior on campus. Details: Washington, DC: National Center for Victims of Crime, 2011. 24p. Source: Internet Resource: Accessed June 29, 2011 at: http://www.ncvc.org/ncvc/AGP.Net/Components/documentViewer/Download.aspxnz?DocumentID=48282 Year: 2011 Country: United States URL: http://www.ncvc.org/ncvc/AGP.Net/Components/documentViewer/Download.aspxnz?DocumentID=48282 Shelf Number: 121891 Keywords: Campus CrimeCampus SafetyColleges and UniversitiesSexual HarassmentStalking (U.S.)Victimization |
Author: O'Neill, Daniel Title: Campus Violence Prevention and Response: Best Practices for Massachusetts Higher Education Summary: Pervasive media images of mass shootings at Virginia Tech and Northern Illinois University have raised the specter of serious violence on college campuses. But by any measure, the risk of serious violence on campus is remarkably low, particularly in its most extreme form. Although the chances of serious violence may be remote, the potential consequences can be devastating and long-lasting. Colleges must respond proactively to the risk, as parents rightly expect a special level of care for their sons and daughters while they are away at school. Thus, it is prudent and imperative that colleges take reasonable steps to ensure the safety of students as well as faculty and other employees. While shootings may be the most visible form of campus violence, they are clearly not the most commonplace. Security practices must also focus on other, more prevalent, forms of violence such as sexual and physical assault. Current best practices, taken in combination with research, demonstrate the essential role of collaboration among all service providers in the prevention of violent incidents on college campuses. This report has four major sections. First, we define the nature and scope of campus violence both nationally and in Massachusetts. Next, we review previous reports of study groups and task forces and discuss established best practices for enhancing campus safety and violence prevention. Third, we examine the current state of security and violence prevention at institutions of higher education throughout Massachusetts based upon a survey conducted of public colleges and universities. Finally, by comparing these results with established best practices, we advance 27 recommendations for how Massachusetts schools can best improve their security and violence prevention efforts. Details: Boston: Massachusetts Department of Higher Education, 2008. 127p. Source: Internet Resource: Accessed August 17, 2011 at: http://www.mass.edu/library/Reports/CampusViolencePreventionAndResponse.pdf Year: 2008 Country: United States URL: http://www.mass.edu/library/Reports/CampusViolencePreventionAndResponse.pdf Shelf Number: 122420 Keywords: Colleges and UniversitiesSchool Crime (Massachusetts)School SafetySchool Violence |
Author: Hughes, Erica Title: Issues in Illinois College Campus Safety: Trends in Campus Crime at Four-Year Institute, 2005-2008 Summary: Incidents of extreme college campus violence, such as the shootings at Virginia Tech and Northern Illinois University, are rare. Nevertheless, such events can have devastating and long-lasting consequences for students, faculty, and family members. While crimes of violence occurrences are the most visible to the public through extensive media coverage, the most prevalent crimes occurring on campuses tend to be less severe property crimes (Burke, 2010). Nonetheless, college administrators and campus law enforcement must take threats of extreme violence seriously, and do everything they can to improve the safety and security of students, faculty, and staff on campuses. It is important to determine the nature and extent of all crime on college campuses. This report presents detailed information about reported crime on four-year college and university campuses in Illinois using data collected by colleges as mandated by the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act), and submitted to the U.S. Department of Education, Office of Post-Secondary Education. Reported crime data from the 37 four-year colleges and universities in Illinois with enrollments of 2,500 or more are presented in this report for the period of 2005 to 2008. Trends in violent and property crime at 25 private colleges and 12 public colleges were examined. Results observed in the Clery Act data were also compared to trends observed in two other sources of Illinois campus crime data, including the Illinois State Police Uniform Crime Reporting Program (I-UCR) and the Annual Security Reports provided by each university (typically available through institutional websites). This was done to highlight that separate data sources can lead to different conclusions and policy recommendations. Details: Chicago: Illinois Criminal Justice Information Authority, 2011. 95p. Source: Internet Resource: Accessed September 1, 2011 at: http://www.icjia.state.il.us/public/pdf/ResearchReports/Campus_Crime_Report_082011.pdf Year: 2011 Country: United States URL: http://www.icjia.state.il.us/public/pdf/ResearchReports/Campus_Crime_Report_082011.pdf Shelf Number: 122585 Keywords: Campus Crime (Illinois)Colleges and UniversitiesSchool Crime |
Author: Franklin, Cortney A. Title: Risk Factors Associated with Women’s Victimization Summary: The prevalence of victimization on college campuses has been the focus of study for decades. Research indicates that campus crime is relatively problematic, but that sexual assault risk is epidemic. Specifically, prevalence estimates have suggested that 25 percent of college women will experience attempted or completed rape during their college career.1 More recent work has reported incidents rates that range from 15 to 30 percent.2, 3, 4 This study focused on women’s routine activities and levels of self-control as they related to property, personal, and sexual assault victimization. The findings indicated that: • Decreases in self-control produced increases in victimization for college women • The risk of property victimization increased when women spent more time shopping and partying. Additionally, living off campus, participation in drug sales, and being in their early years of college increased property victimization risk among these University women • Personal victimization was not so much related to spending time away from home, but was related to living off campus and participating in drug sales behavior • The risk of sexual assault victimization increased with time spent on campus and time spent partying The results presented in this report provide important implications for crime prevention strategies on Texas college campuses. Details: Huntsville, TX: Crime Victims' Institute, Sam Houston State University, Criminal Justice Center, 2011. 20p. Source: Internet Resource: Accessed January 12, 2012 at: http://www.crimevictimsinstitute.org/documents/Risk%20Factors%20Final%20Print.pdf Year: 2011 Country: United States URL: http://www.crimevictimsinstitute.org/documents/Risk%20Factors%20Final%20Print.pdf Shelf Number: 123557 Keywords: Campus CrimeColleges and UniversitiesFemale VictimsSex CrimesSexual AssaultVictims of Crime |
Author: Barkans, Meagan Title: Contraband Tobacco on Post-Secondary Campuses in Ontario Summary: In Ontario 27% of young adults smoke, and annual surveillance data suggests tobacco use is plateauing after years of decline. The availability of inexpensive contraband tobacco products maybe contributing to this situation. Limited research has been conducted on the use of contraband tobacco and despite the increasing availability of contraband 'Native cigarettes', no studies to date have examined their use among young adults. Accordingly, this study examines: (a) what proportion of cigarette butts discarded on post-secondary campuses are contraband; and (b) whether the proportion of contraband butts varies between colleges and universities, across seven geographical regions in the province and based on proximity First Nations reserves. In March and April 2009, discarded cigarette butts were collected from the grounds of 25 post-secondary institutions across Ontario. At each school, cigarette butts were collected on a single day from four locations. The collected cigarette butts were reliably sorted into five categories according to their filtertip logos: legal, contraband First Nations Native cigarettes, international and suspected counterfeit cigarettes, unidentifiable and unknown. Contraband use was apparent on all campuses, but varied considerably from school to school. Data suggest that contraband Native cigarettes account for as little as 1 % to as much as 38 % of the total cigarette consumption at a particular school. The highest proportion of contraband was found on campuses in the Northern part of the province. Consumption of Native contraband was generally higher on colleges compared to universities. The presence of contraband tobacco on all campuses suggests that strategies to reduce smoking among young adults must respond to this cohort's use of these products. Details: St. Catharaines, ONT: Brock University, Applied Health Sciences, 2010. 116p. Source: Internet Resource: Master's Essay: Accessed February 13, 2012 at: http://dr.library.brocku.ca/bitstream/handle/10464/3152/Brock_Barkans_Meagan_2010.pdf?sequence=1 Year: 2010 Country: Canada URL: http://dr.library.brocku.ca/bitstream/handle/10464/3152/Brock_Barkans_Meagan_2010.pdf?sequence=1 Shelf Number: 124119 Keywords: Black MarketColleges and UniversitiesContraband Tobacco (Canada)Counterfeit CigarettesIllegal CigarettesIllegal Tobacco |
Author: Cloud, Morgan Title: Law Deans in Jail Summary: A most unlikely collection of suspects - law schools, their deans, U.S. News & World Report and its employees - may have committed felonies by publishing false information as part of U.S. News' ranking of law schools. The possible federal felonies include mail and wire fraud, conspiracy, racketeering, and making false statements. Employees of law schools and U.S. News who committed these crimes can be punished as individuals, and under federal law the schools and U.S. News would likely be criminally liable for their agents' crimes. Some law schools and their deans submitted false information about the schools' expenditures and their students' undergraduate grades and LSAT scores. Others submitted information that may have been literally true but was misleading. Examples include misleading statistics about recent graduates' employment rates and students' undergraduate grades and LSAT scores. U.S. News itself may have committed mail and wire fraud. It has republished, and sold for profit, data submitted by law schools without verifying the data's accuracy, despite being aware that at least some schools were submitting false and misleading data. U.S. News refused to correct incorrect data and rankings errors and continued to sell that information even after individual schools confessed that they had submitted false information. In addition, U.S. News marketed its surveys and rankings as valid although they were riddled with fundamental methodological errors. Details: Social Science Research Network, 2012. 77p. Source: Working Paper: Internet Resource: Accessed March 9, 2012 at http://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID2014157_code33010.pdf?abstractid=1990746&mirid=1 Year: 2012 Country: United States URL: http://papers.ssrn.com/sol3/Delivery.cfm/SSRN_ID2014157_code33010.pdf?abstractid=1990746&mirid=1 Shelf Number: 124396 Keywords: Colleges and UniversitiesEducationFraudMail FraudRacketeeringWire Fraud |
Author: Givens, Aldon Garrett Title: Crime and Punishment: Institutional Sanctions and Other Characteristics that Effect Campus Crime Summary: Crime, has and continues to be, a major issue in the world of institutions of higher education. Colleges and universities are constantly working on ways to prevent and improve crime on their respective campuses, which in most occasions includes collecting and reporting crime data to law enforcement agencies and the general public. By setting up punishment schemes and sanctions to deter criminal activity at their institution, administrators and faculty are looking for better, more efficient ways to influence the behavior or their students and steer them away from a life of criminal activity. By studying existing literature, crime definitions, and the Federal Bureau of Investigation’s Uniform Crime Report, this thesis attempts to uncover some of the influences of criminal activity and seeks to discuss possible ways to deter such activity. Taking an economic approach to crime, we seek to take an empirical and theoretical path in order to answer the behavioral questions of criminal activity. Using the FBI’s Uniform Crime Report for campuses across the county, as well as a sample of twenty-one colleges and universities in the state of South Carolina, we are able to investigate criminal activity and changes in criminal behavior. This research and analysis might be able to give institutions a better view of how to approach and deter criminal activity among their student body. By knowing how and why prospective offenders react to the changing costs and benefits of committing crime can greatly aid in the process of finding a better, more effective way to deter criminal activity. Details: Clemson, SC: Clemson University, 2010. 66p. Source: Master's Thesis, Economics: Internet Resource: Accessed March 10, 2012 at http://etd.lib.clemson.edu/documents/1306870856/Givens_clemson_0050M_11020.pdf Year: 2010 Country: United States URL: http://etd.lib.clemson.edu/documents/1306870856/Givens_clemson_0050M_11020.pdf Shelf Number: 124434 Keywords: Campus CrimeColleges and UniversitiesCrime StatisticsDeterrence |
Author: Balloni, Augusto Title: Gender-based Violence, Stalking and Fear of Crime: Country Report Italy Summary: The results of this research, and especially the interviews with stakeholders within and outwith the universities, clearly reveal the difficulty of defining the nature and the extent of the phenomenon. The parties involved cannot say how often the University of Bologna’s female students may have encountered problems with stalking, harassment or sexual violence, due to a lack of incontrovertible data on the phenomenon. There is no formal documentation regarding episodes or elements connected with the cases that have occurred within the university or requests for assistance on the part of students in difficulty. Indeed, many interviewees believe that the target, the reference sample, is too specific, in that it covers a sector of the population - female university students – that is not easy to identify, because even when a victim formally reports the crime to the police, detailed information on the victim is often not available. If the offence is not reported, and the victim decides instead to confide in family or friends, this information will be even more difficult to find; and even if the student turns to a specialised centre against gender violence, the fact she is a university student has little bearing on the collection of statistical data. Details: Bochum, Germany: Ruhr-University Bochum, 2012. 32p. Source: EU-Project 2009-2011: Internet Resource: Accessed March 18, 2012 at http://vmrz0183.vm.ruhr-uni-bochum.de/gendercrime/pdf/gendercrime_country_report_italy_english.pdf Year: 2012 Country: Italy URL: http://vmrz0183.vm.ruhr-uni-bochum.de/gendercrime/pdf/gendercrime_country_report_italy_english.pdf Shelf Number: 124574 Keywords: Colleges and UniversitiesFear of CrimeFemale VictimsGender-Based ViolenceSexual ViolenceStalking |
Author: Czapska, Janina Title: Gender-based Violence, Stalking and Fear of Crime Summary: Due to their age and lifestyle, female students as a group are especially at risk from various forms of sexual violence – the aim of the three-year European-wide research project “Gender-based Violence, Stalking and Fear of Crime” (2009-2011) is to verify this hypothesis and to collect, analyse and compare relevant data in five European countries. By analysing the qualitative and quantitative data in a comparative survey it aims to rising awareness for the victimisation of female students. In the consequence this will support universities in their efforts to decrease sexual violence at universities, to help victims and to implement adequate instruments of prevention and intervention. The EU project, which has been funded through the programme “Prevention of and Fight Against Crime” initiated by the EU Commission on General Justice, Freedom And Security, is being coordinated at the Department of Criminology at Ruhr University Bochum in Germany. Besides the German university the consortium covers the University of Bologna, Jagiellonian University in Cracow/Poland, Universitát Autonoma de Barcelona/Spain and Keele University/U.K. This research conducted within the framework of GAP grant project was the first of this scale and nature in Poland. Research in this area should continue in the form of cyclical polling research in universities/institutions of higher education that are participating in the project. It is also recommended to further expand the existing questionnaire for its application in other institutions 57 of higher education. Conducting research in a few countries at the same time allows deepening of the analysis. Due to the introduction of criminalization of stalking in 2011, it would be most desirable to conduct European comparative research both in the area of legal regulations as well in the practical application of the law. Such research – in addition to an unquestionable knowledge-building value – would provide a unique opportunity to analyze innovation through law, especially since – as suggest the results of the GAP project – European countries differ in their recognition of stalking as a crime. Details: Bochum, Germany: Ruhr-University Bochum, 2012. 59p. Source: EU-Project 2009-2011: Internet Resource: Accessed March 18, 2012 at http://vmrz0183.vm.ruhr-uni-bochum.de/gendercrime/pdf/gendercrime_country_report_poland_english.pdf Year: 2012 Country: Poland URL: http://vmrz0183.vm.ruhr-uni-bochum.de/gendercrime/pdf/gendercrime_country_report_poland_english.pdf Shelf Number: 124575 Keywords: Colleges and UniversitiesFear of CrimeFemale VictimsGender-Based ViolenceSexual ViolenceStalking |
Author: Bodelon, Encarna Title: Gender-based Violence, Stalking and Fear of Crime: Country Report Spain Summary: Due to their age and lifestyle, female students as a group are especially at risk from various forms of sexual violence – the aim of the three-year European-wide research project “Gender-based Violence, Stalking and Fear of Crime” (2009-2011) is to verify this hypothesis and to collect, analyse and compare relevant data in five European countries. By analysing the qualitative and quantitative data in a comparative survey it aims to rising awareness for the victimisation of female students. In the consequence this will support universities in their efforts to decrease sexual violence at universities, to help victims and to implement adequate instruments of prevention and intervention. The EU project, which has been funded through the programme “Prevention of and Fight Against Crime” initiated by the EU Commission on General Justice, Freedom And Security, is being coordinated at the Department of Criminology at Ruhr University Bochum in Germany. Besides the German university the consortium covers the University of Bologna, Jagiellonian University in Cracow/Poland, Universitát Autonoma de Barcelona/Spain and Keele University/U.K.. Most of the recommendations and proposals derived from the research in the Spanish case were obtained from the qualitative fieldwork. Many similar proposals were made in the discussion groups and in-depth interviews with the students and interviews with the agents. However, in the case of the students, there was a high degree of consensus that university authorities, and those outside the university, had a responsibility and obligation to implement preventive and response measures against gender-based violence in general, and sexual violence in particular. However, in the case of those stakeholders interviewed, their ignorance of the phenomenon and its incidence and causes, means that many are not able to clearly see this responsibility, or to propose measures to prevent it or act upon it in the university. Details: Bochum, Germany: Ruhr-University Bochum, 2012. 38p. Source: EU-Project 2009-2011: Internet Resource: Accessed March 18, 2012 at http://vmrz0183.vm.ruhr-uni-bochum.de/gendercrime/pdf/gendercrime_country_report_spain_english.pdf Year: 2012 Country: Spain URL: http://vmrz0183.vm.ruhr-uni-bochum.de/gendercrime/pdf/gendercrime_country_report_spain_english.pdf Shelf Number: 124576 Keywords: Colleges and UniversitiesFear of CrimeFemale VictimsGender-Based ViolenceSexual ViolenceStalking |
Author: Stenning, Philip Title: Gender-based Violence, Stalking and Fear of Crime: Country Report United Kingdom Summary: Due to their age and lifestyle, female students as a group are especially at risk from various forms of sexual violence – the aim of the three-year European-wide research project “Gender-based Violence, Stalking and Fear of Crime” (2009-2011) is to verify this hypothesis and to collect, analyse and compare relevant data in five European countries. By analysing the qualitative and quantitative data in a comparative survey it aims to rising awareness for the victimisation of female students. In the consequence this will support universities in their efforts to decrease sexual violence at universities, to help victims and to implement adequate instruments of prevention and intervention. The EU project, which has been funded through the programme “Prevention of and Fight Against Crime” initiated by the EU Commission on General Justice, Freedom And Security, is being coordinated at the Department of Criminology at Ruhr University Bochum in Germany. Besides the German university the consortium covers the University of Bologna, Jagiellonian University in Cracow/Poland, Universitát Autonoma de Barcelona/Spain and Keele University/U.K.. The UK NUS (2010) study has suggested that in order to raise awareness, challenge inappropriate behaviour and attitudes and make students feel safe on campus, awareness of violence against women must be raised amongst staff and students. Sloane (2011) has suggested that student unions, potentially via equality officers, take responsibility for running educational campaigns, and that such campaigns should be commonplace. Campaigns should include information around the acts that constitute gender-based sexual violence, the accountability of perpetrators, its prevalence and impacts on survivors (NUS, 2010; Sloane, 2011). Such work is likely to help faculty staff, women and friends who are told about victimising experiences recognise how to respond effectively. Sloane (2011) suggested that such training be made available to all staff throughout the university, to ensure they are made aware of the relevant institutional policies and procedures on how to address harassment and violence when it is reported. Indeed, the NUS (2010) argued that gender-based sexual violence issues must be supported by strong institutional policy on the topic. Policy must be linked to meaningful outcomes, such as reducing instances of harassment, abuse and stalking, through educational or rehabilitation methods. Policy must also address the actions that institutions will take against perpetrators and specify how they will be supported to address their behaviour. Other recommendations made by the NUS (2010) study and closely echoed in the recommendations of Sloane (2011), include ensuring there are clear channels of communication for reporting offences to the university/police and for seeking counselling and support. Counselling services should provide a free, quality service which 35% 42% 43% 43% 46% 56% 59% 61% 75% 88% To be advised without a third party To have a person allocated to me To be advised without bureaucracy To be advised anonymously To be able to contact someone 24 hrs a day To get an appointment straight away To be treated with compassion No pressure into making a complaint To be advised for free To be listened to and taken seriously Students' wishes (n=626) 45 ensures confidentiality, 24-hour cover, female support workers and is easily accessible. Emphasis was also placed on ensuring women feel believed when they relay their accounts and that the university can effectively refer to other agencies if need cannot be met by the institution. As such, strong links between universities, student unions, police, National Health Services and victim services must be developed and fostered. The NUS also recommend peer-led self-help groups for those who have experienced victimisation as well as the option of one-to-one counselling. The support services that are available need to be widely promoted and contact information should be included on student union websites (NUS, 2010; Valls et al., 2007). Services must also remain sensitive to the particular needs of international students including language barriers and religious factors which may impact on the victimisation experience (Sloane, 2011). Details: Bochum, Germany: Ruhr-University Bochum, 2012. 50p. Source: EU-Project 2009-2011: Internet Resource: Accessed March 18, 2012 at http://vmrz0183.vm.ruhr-uni-bochum.de/gendercrime/pdf/gendercrime_country_report_united_kingdom_english.pdf Year: 2012 Country: United Kingdom URL: http://vmrz0183.vm.ruhr-uni-bochum.de/gendercrime/pdf/gendercrime_country_report_united_kingdom_english.pdf Shelf Number: 124577 Keywords: Colleges and UniversitiesFear of CrimeFemale VictimsGender-Based ViolenceSexual ViolenceStalking |
Author: Edley, Christopher F., Jr. Title: Response to Protests on UC Campuses: A Report to President Mark G. Yudof Summary: After physical conflict erupted between police and students during demonstrations at UC Berkeley and UC Davis in November 2011, University President Mark G. Yudof asked Vice President and General Counsel Charles F. Robinson and Berkeley Law School Dean Christopher F. Edley, Jr. to review existing policies and practices regarding the University’s response to demonstrations and civil disobedience. This review was not intended as a fact-finding investigation into the November 2011 protests, or into any other particular incident. Other reviews have been tasked with that objective. Rather, this review was aimed at identifying best practices to inform the University’s response to future demonstrations. Since work on the review—and this resulting Report—began, additional clashes on other campuses have underscored the need for this analysis. This Report is premised on the belief that free expression, robust discourse, and vigorous debate over ideas and principles are essential to the mission of our University. The goal of this Report is to identify practices that will facilitate such expression—while also protecting the health and safety of our students, faculty, staff, police, and the general public. For some campus administrators and police, this will require a substantial shift away from a mindset that has been focused primarily on the maintenance of order and adherence to rules and regulations. For some protestors, this will require taking more responsibility for their activities as well, including by educating themselves about protest-related rules and considering the impact acts of civil disobedience can have on others in the campus community. In developing this prospective framework for responding to protests and civil disobedience, the authors examined existing University policies and practices on speech, demonstrations, and use of force by police; the opinions of students, faculty, administrators, staff, and police on all ten campuses; and the views of academics and other experts on speech, civil liberties, and law enforcement. The objective has been to be as broad and fair as possible in collecting information in order to develop a thoughtful and fact-based Report. Details: Berkeley, CA: University of California, 2012. 158p. Source: Internet Resource: Draft Report: Accessed May 15, 2012 at: http://campusprotestreport.universityofcalifornia.edu/documents/Robinson-Edley-Report-043012.pdf Year: 2012 Country: United States URL: http://campusprotestreport.universityofcalifornia.edu/documents/Robinson-Edley-Report-043012.pdf Shelf Number: 0 Keywords: Campus Demonstrations (California)Campus PoliceCivil DisobedienceColleges and Universities |
Author: Alvarado, Camila Title: Crime in College Park: Understanding Crime Levels, Perceptions, and Environmental Design in an Off-Campus Student-Occupied Neighborhood Summary: Despite recently decreasing crime rates in College Park, fear of crime remains high. Additionally, while the crime rate on the University of Maryland campus is relatively low compared to the national average, crime in off-campus areas continues to be a problem. Crime mapping using spatial analysis techniques allowed the researchers to identify Old Town College Park as a student-occupied, off-campus residential area with a relatively high rate of larcenies, burglaries, and robberies. Through a longitudinal case study, quantitative and qualitative data about crime and students' perceptions of crime in the target were collected. These data were used to identify trends in how the rate of crime and perception changed in response to the implementation of CCTV cameras in Old Town. These data were also used to identify the correlation between crime level and the existing environmental design of the neighborhood's housing properties. Details: College Park, MD: University of Maryland, Department of Criminology and Criminal Justice, 2011. 181p. Source: Internet Resource: Thesis, Gemstone Team Crime Prevention and Perception: Accessed November 24, 2012 at: http://drum.lib.umd.edu/handle/1903/11391 Year: 2011 Country: United States URL: http://drum.lib.umd.edu/handle/1903/11391 Shelf Number: 126984 Keywords: Camera SurveillanceClosed-Circuit TelevisionColleges and UniversitiesCrime PreventionDesign Against CrimeFear of CrimeNeighborhoods and CrimeOff-Campus Housing |
Author: Gibbons, Roberta E. Title: The Evaluation of Campus-Based Gender Violence Prevention Programming: What We Know about Program Effectiveness and Implications for Practitioners Summary: Colleges and universities have been a key venue for the development and evaluation of sexual violence prevention programming. However, there are no studies demonstrating a link between campus-based sexual assault prevention programs and a subsequent campus-wide reduction in the incidence of sexual violence (Coker, Cook-Craig, Williams, Fisher, Clear, Garcia, & Hegge, 2011; Teten Tharp, DeGue, Lang, Valle, Massetti, Holt, & Matjasko, 2011). Nevertheless, there remain important reasons to pursue campus-based gender violence prevention programming: •Prevention programming can create a safer climate where victims feel more comfortable reporting, actually raising the number of recorded incidences of assault. •Using a “decrease in the incidence of sexual assault” as the only measure of success for prevention programs ignores many other short- and intermediate-term goals that are conceptually linked to a reduction in sexual assault, such as increasing students’ knowledge about rape and changing attitudes related to rape so that students are less likely to blame victims (Anderson & Whiston, 2005; Lonsway, Banyard, Berkowitz, Gidycz, Katz, Koss, Schewe, & Ullman, 2009). •Research shows that a significant number of woman experience sexual violence while in college (Fisher, Cullen, & Turner, 2000; Koss, Gidycz, & Wisniewski, 1987; Krebs, Lindquist, Warner, Fisher, & Martin, 2007; Black et. al., 2011). Details: Harrisburg, PA: National Resource Center on Domestic Violence, 2013. 15p. Source: Internet Resource: Accessed January 29, 2013 at: http://snow.vawnet.org/Assoc_Files_VAWnet/AR_EvaluationCampusProgramming.pdf Year: 2013 Country: United States URL: http://snow.vawnet.org/Assoc_Files_VAWnet/AR_EvaluationCampusProgramming.pdf Shelf Number: 127426 Keywords: Campus CrimeColleges and UniversitiesSexual AssaultSexual Violence |
Author: Alpert, Geoff Title: Examining the Prevalence and Impact of Gangs in College Athletic Programs Using Multiple Sources: A Final Report Summary: Gangs in the United States have permeated areas and institutions previously unaffected by these anti-social and particularly violent youth groups until recent decades. Their geographic expansion has been documented by a substantial body of research that has focused primarily on the prevalence and impact of youth gangs in major American cities (e.g., Curry, Ball, & Fox, 1994; Miller, 1975). Contemporary research has demonstrated that these youth gangs have spread rapidly (e.g., Egley, Howell, & Moore, 2010; Klein, 1995) and the latest estimates provided by the 2008 National Youth Gang Survey suggest that approximately 27,900 gangs with 774,000 members exist in the United States (Egley, Howell, & Moore, 2010). The negative impact of youth gangs has also been well-established. Gang members have been disproportionately involved in delinquent and criminal activities as both offenders (Thornberry, 1998) and victims (Curry, Decker, & Egley, 2002; Peterson, Taylor, & Esbensen, 2004). Most notable has been their representation in violent crimes including homicides (Curry, Egley, & Howell, 2004; Miller, 1982; Tita & Abrahamse, 2004). Fortunately, most gang-involved youth have a relatively short duration of membership (Esbensen, Huizinga, & Weiher, 1993; Hill, Lui, & Hawkins, 2001; Thornberry, Krohn, Lizotte, & Chard-Wierschem, 1993) and interventions are focused on those stages in the life course during which the onset and continuity of gang activities is most likely to be established. Recent research has also examined the infiltration of youth gangs into various social institutions that serve youths and young adults in the United States. The existence of gangs in America’s schools has been repeatedly documented (e.g., Howell & Lynch, 2000; Tromanhauser, Corcoran, & Lollino, 1981) and these groups have negatively impacted individual students and the school as an organization (Burnett & Walz, 1994; Howell & Lynch, 2000; Hutchison & Kyle, 1993). In fact, there is a strong relationship between gangs and school crime (Burnett & Walz, 1994; Howell & Lynch, 2000), dropout rates (Hutchison & Kyle, 1993), and other anti-social outcomes. The problems posed by these groups in the larger communities served by those schools have created an inter-generational cycle of academic failure and criminal involvement. The presence of gangs in schools is not surprising considering the typical ages of gang members and the compulsory nature of our educational system. Gangs in the military, however, are counter-intuitive considering the structured and selective nature of this institution but their presence has been reported (United States Army, 2006; National Gang Intelligence Center, 2007). Youth gang members as student athletes in colleges and universities have surprised even the most attentive observers. This reality is startling considering that gang membership has been correlated with academic failure (Esbensen & Deschenes, 1998; Hill, Howell, Hawkins, & Battin-Pearson, 1999; Thornberry, Krohn, Lizotte, Smith, & Tobin, 2003) and serious criminal involvement as offenders (Curry, Egley, & Howell, 2004; Miller, 1982; Thornberry, 1998; Tita & Abrahamse, 2004). That said, media reports have documented that gang members have been recruited by college athletic programs (e.g., Davidson, 1986; Grumment, 1993; Hooper, 1997; LiCari & Hall, 1994; Schlabach, 2000) and a few reports have portrayed these student-athletes as involved with crimes including homicide (e.g., Berkin, 2004; Mushnick, 2004, Bosworth, 1991; and Radford, 2009), and as victims (e.g., Faught, 2003; Johnson, 2007). Interestingly, no systematic research has examined the extent of gangs in college athletic programs, an institution that is ubiquitous in American society. The purpose of the current study is to examine the prevalence and impact of ganginvolved student-athletes participating in collegiate athletic programs. First, we present a review of the existing literature regarding gangs generally as well as in several institutions to establish the context for our study of gang membership in college athletics. Next, the methodology of the present study is discussed, followed by the findings provided by college athletes, athletic department administrators, and campus law enforcement executives. These findings provide the first systematic examination of gangs in college sports from several sources that have first-hand knowledge of these programs and individuals. Lastly, policy implications of this study are presented. Details: Unpublished report to the U.S. National Institute of Justice, 2011. 86p. Source: Internet Resource: Accessed March 12, 2013 at: http://artsandsciences.sc.edu/crju/pdfs/gangs_and_student_athletes_final.pdf Year: 2011 Country: United States URL: http://artsandsciences.sc.edu/crju/pdfs/gangs_and_student_athletes_final.pdf Shelf Number: 127919 Keywords: AthletesAthleticsCampus CrimeColleges and UniversitiesSportsYouth Gangs (U.S.) |
Author: American Educational Research Association. Title: Prevention of Bullying in Schools, Colleges, and Universities: Research Report and Recommendations Summary: Bullying presents one of the greatest health risks to children, youth, and young adults in U.S. society. It is pernicious in its impact even if often less visible and less readily identifiable than other public health concerns. Its effects on victims, perpetrators, and even bystanders are both immediate and long term and can affect the development and functioning of individuals across generations. The epicenter for bullying is schools, colleges, and universities, where vast numbers of children, youth, and young adults spend much of their time. Bullying—a form of harassment and violence—needs to be understood from a developmental, social, and educational perspective. The educational settings in which it occurs and where prevention and intervention are possible need to be studied and understood as potential contexts for positive change. Yet many administrators, teachers, and related personnel lack training to address bullying and do not know how to intervene to reduce it. The report is presented as a series of 11 briefs. All but one present research and set forth conclusions and implications. The briefs, which range in length from four to 10 pages each, include: •Looking Beyond the Traditional Definition of Bullying •Bullying as a Pervasive Problem •Bullying and Peer Victimization Among Vulnerable Populations •Gender-Related Bullying and Harassment: A Growing Trend •Legal Rights Related to Bullying and Discriminatory Harassment •Improving School Climate: A Critical Tool in Combating Bullying •Students, Teachers, Support Staff, Administrators, and Parents Working Together to Prevent and Reduce Bullying •Putting School Safety Education at the Core of Professional Preparation Programs •Reinvigorated Data Collection and Analysis: A Charge for National and Federal Stakeholders. Details: Washington, DC: American Educational Research Association, 2013. 79p. Source: Internet Resource: Accessed May 15, 2013 at: http://www.aera.net/Portals/38/docs/News%20Release/Prevention%20of%20Bullying%20in%20Schools,%20Colleges%20and%20Universities.pdf Year: 2013 Country: United States URL: http://www.aera.net/Portals/38/docs/News%20Release/Prevention%20of%20Bullying%20in%20Schools,%20Colleges%20and%20Universities.pdf Shelf Number: 128730 Keywords: Bullying (U.S.)Bullying PreventionColleges and UniversitiesSchool CrimesSchool DisciplineSchool Security |
Author: Welch, Edward Title: Preventing School Shootings: A Public Health approach to Gun Violence Summary: Gun violence in America must be addressed at the highest levels of society. Newtown, Aurora, and Virginia Tech were attacks on the very fabric of America. School shootings represent attacks on our nations' future. A public health approach to gun violence focuses on prevention. Public safety professionals, educators and community leaders are squandering opportunities to prevent horrific acts of extreme violence. Preparedness is derived by planning, which is critical to mobilizing resources when needed. Rational public policy can work. Sensible gun legislation, which is accessible through a public health approach to gun violence, neither marginalizes nor stigmatizes any one group. University administrators must fully engage the entire arsenal of resources available to confront this pernicious threat. The academic community can create powerful networks for research, collaboration and information sharing. These collective learning environments are investments in the knowledge economy. In order for the police to remain relevant, they must actively engage the community they serve by developing the operational art necessary to cultivate knowledge, relationships and expertise. Police departments must emphasize strategies that improve performance. Police officers must understand the mission and meaning of "To Protect and Serve" and the consequences of public safety, which often comes at their personal peril. Gun violence in America is a public health epidemic and preventing it requires a collective responsibility Details: Monterey, CA: Naval Postgraduate School, 2013. 171p. Source: Internet Resource: Thesis: Accessed October 28, 2013 at: Year: 2013 Country: United States URL: http://www.hsdl.org/?view&did=736339 Shelf Number: 131398 Keywords: Colleges and UniversitiesGun ControlGun ViolenceSchool CrimeSchool SafetySchool ShootingsSchool Violence |
Author: Yung, Corey Rayburn Title: Concealing Campus Sexual Assault: An Empirical Examination Summary: This study tests whether there is substantial undercounting of sexual assault by universities. It compares the sexual assault data submitted by universities while being audited for Clery Act violations with the data from years before and after such audits. If schools report higher rates of sexual assault during times of higher regulatory scrutiny (audits), then that result would support the conclusion that universities are failing to accurately tally incidents of sexual assault during other time periods. The study finds that university reports of sexual assault increase by approximately 44% during the audit period. However, after the audit is completed, the reported sexual assault rates drop to levels statistically indistinguishable from the pre-audit time frame. The results are consistent with the hypothesis that the ordinary practice of universities is to undercount incidents of sexual assault. Only during periods in which schools are audited do they appear to offer a more complete picture of sexual assault levels on campus. Further, the data indicate that the audits have no long-term effect on the reported levels of sexual assault as those crime rates return to previous levels after the audit is completed. This last finding is supported even in instances when fines are issued for non-compliance. The study tests for a similar result with the tracked crimes of aggravated assault, robbery, and burglary, but reported crimes show no statistically significant differences before, during, or after audits. The results of the study point toward two broader conclusions directly relevant to policymaking in this area. First, greater financial and personnel resources should be allocated commensurate with the severity of the problem and not based solely on university reports of sexual assault levels. Second, the frequency of auditing should be increased and statutorily-capped fines should be raised in order to deter transgressors from continuing to undercount sexual violence. The Campus Accountability and Safety Act, presently before Congress, provides an important step in that direction Details: Lawrence, KS: University of Kansas School of Law, 2014. 21p. Source: Internet Resource: Accessed October 15, 2014 at: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2504631 Year: 2014 Country: United States URL: http://papers.ssrn.com/sol3/papers.cfm?abstract_id=2504631 Shelf Number: 133920 Keywords: Campus CrimeColleges and UniversitiesRapeSexual Assault (U.S.) |
Author: McCallion, Gail Title: Sexual Violence at Institutions of Higher Education Summary: In recent years, a number of high-profile incidents of sexual violence at institutions of higher education (IHEs) have heightened congressional and administration scrutiny of the policies and procedures that IHEs currently have in place to address campus sexual violence and how these policies and procedures can be improved. Campus sexual violence is widely acknowledged to be a problem. However, reported data on the extent of sexual violence at IHEs varies considerably across studies for a variety of methodological and other reasons. Victims of sexual violence may suffer from a range of physical and mental health conditions including injuries, pregnancy, sexually transmitted diseases, post-traumatic stress disorder, depression, suicidality, and substance abuse. College students who are the victims of sexual violence may experience a decline in academic performance, and they may drop out, leave school, or transfer. Currently, there are two federal laws that address sexual violence on college campuses: the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (Clery Act, P.L. 101-542) and Title IX of the Education Amendments of 1972 (Title IX, P.L. 92-318). These two statutes differ in significant respects, including in their purpose, coverage, enforcement, and remedies. The Clery Act requires all public and private IHEs that participate in the student financial assistance programs under Title IV of the Higher Education Act (HEA, P.L. 89-329) of 1965 to track crimes in and around their campuses and to report these data to their campus community and to the Department of Education (ED). EDs Federal Student Aid (FSA) Office oversees educational institutions compliance with Title IV student financial aid requirements, including requirements related to the Clery Act. In this role, FSA conducts program reviews of IHEs compliance with student aid and Clery provisions. Title IX is a civil rights law that prohibits discrimination on the basis of sex under any education program or activity that receives federal funding. Under Title IX, sexual harassment, which includes sexual violence, is a form of unlawful sex discrimination. Unlike the Clery Act, whose coverage is limited to IHEs that receive student financial aid funds under the HEA, Title IX is applicable to recipients of any type of federal education funding, including any public or private elementary, secondary, and postsecondary school that receives such funds. Although each federal agency enforces Title IX compliance among its own recipients, ED, which administers the vast majority of federal education programs, is the primary agency conducting administrative enforcement of Title IX. Such enforcement by EDs Office for Civil Rights (OCR) may occur as part of a routine compliance audit or in response to a complaint filed by an individual. Members of Congress have been actively involved in seeking ways to improve how IHEs respond to, investigate, and adjudicate incidents of campus sexual violence. Several bills that would strengthen existing laws pertaining to campus sexual violence have been introduced during the 113th Congress. In January 2014, the Obama Administration established a White House Task Force to Protect Students from Sexual Assault. In April 2014, the Task Force issued its first reportNot Alone and created a website that addresses campus sexual violence. Among other things, the report included an extensive list of actions that the Administration will take (or has already taken) to address campus sexual violence. Details: Washington, DC: Congressional Research Service, 2014. 30p. Source: Internet Resource: CRS R43764: Accessed November 3, 2014 at: http://fas.org/sgp/crs/misc/R43764.pdf Year: 2014 Country: United States URL: http://fas.org/sgp/crs/misc/R43764.pdf Shelf Number: 133948 Keywords: Campus Crimes (U.S.)Clery ActColleges and UniversitiesRapeSexual AssaultsSexual Violence |
Author: Center for Community Alternatives Title: The Use of Criminal History Records in College Admissions Reconsidered Summary: This report reviews findings from a first-of-its-kind survey conducted by the Center for Community Alternatives in collaboration with the American Association of Collegiate Registrars and Admissions Officers (AACRAO) that explores the use of criminal history screening in college admissions procedures. A 59-question survey was administered electronically between September 30 and October 29, 2009 through AACRAO's network of 3,248 member institutions in the United States. In all, 273 institutions responded to the survey. The survey helped inform the recommendations contained in this report. A majority (66%) of the responding colleges collect criminal justice information, although not all of them consider it in their admissions process. Private schools and four-year schools are more likely to collect and use such information than their public and two-year counterparts. A sizable minority (38%) of the responding schools does not collect or use criminal justice information and those schools do not report that their campuses are less safe as a result. Self-disclosure through the college application or in some cases the Common Application is the most typical way that colleges and universities collect the information. A small minority of schools conduct criminal background checks on some applicants, usually through contracting with a private company. Most schools that collect and use criminal justice information have adopted additional steps in their admissions decision process, the most common of which is consulting with academic deans and campus security personnel. Special requirements such as submitting a letter of explanation or a letter from a corrections official and completing probation or parole are common. Less than half of the schools that collect and use criminal justice information have written policies in place, and only 40 percent train staff on how to interpret such information. A broad array of convictions are viewed as negative factors in the context of admissions decision-making, including drug and alcohol convictions, misdemeanor convictions, and youthful offender adjudications. If it is discovered that an applicant has failed to disclose a criminal record there is an increased likelihood that the applicant will be denied admission or have their admission offer rescinded. A slight majority of schools that collect information provides support or supervision for admitted students who have criminal records, with more emphasis on supervision rather than supportive services. Details: New York: Center for Community Alternatives, 2010. 60p. Source: Internet Resource: Accessed November 20, 2014 at: http://www.communityalternatives.org/pdf/Reconsidered-criminal-hist-recs-in-college-admissions.pdf Year: 2010 Country: United States URL: http://www.communityalternatives.org/pdf/Reconsidered-criminal-hist-recs-in-college-admissions.pdf Shelf Number: 134166 Keywords: Colleges and UniversitiesCriminal Records (U.S.)EducationEx-offenders |
Author: Cantor, David Title: Report on the AAU Campus Climate Survey on Sexual Assault and Sexual Misconduct Summary: Members of the Association of American Universities (AAU) are working to combat sexual assault and misconduct on their campuses. As an association of research universities, AAU decided in 2014 that the best way to help its members address this issue was to develop and implement a scientific survey to better understand the attitudes and experiences of their students with respect to sexual assault and sexual misconduct. The survey's primary goal was to provide participating institutions of higher education (IHEs) with information to inform their policies to prevent and respond to sexual assault and misconduct. In addition, members hoped that the survey would provide useful information to policymakers as well as make a significant contribution to the body of academic research on this complex issue. In the fall of 2014, AAU contracted with Westat, a research firm, to work with a university team of researchers and administrators to design and implement the survey, entitled the AAU Campus Climate Survey on Sexual Assault and Sexual Misconduct. The survey was administered at the end of the spring 2015 semester on the campuses of 27 IHEs, 26 of which are AAU member universities. This report provides a description of the survey methodology and key results. The survey was designed to assess the incidence, prevalence and characteristics of incidents of sexual assault and misconduct. It also assessed the overall campus climate with respect to perceptions of risk, knowledge of resources available to victims, and perceived reactions to an incident of sexual assault or misconduct. The report provides selected results for five questions: - How extensive is nonconsensual sexual contact? - How extensive is sexual harassment, stalking and intimate partner violence? - Who are the victims? - To whom do students report or talk about the incidents? - What is the campus climate around sexual assault and sexual misconduct? This study is one of the first to provide an empirical assessment of these questions across a wide range of IHEs. Prior studies of campus sexual assault and misconduct have been implemented for a small number of IHEs or for a national sample of students with relatively small samples for any particular IHE. To date, comparisons across surveys have been problematic because of different methodologies and different definitions. The AAU study is one of the first to implement a uniform methodology across multiple IHEs and to produce statistically reliable estimates for each IHE. It was designed to provide separate estimates for incidents involving two types of sexual contact (penetration and sexual touching) and four tactics (physical force, drugs and alcohol, coercion, absence of affirmative consent), as well as behaviors such as sexual harassment, stalking, and intimate partner violence. Providing this level of detail allows campus administrators to tailor policies by these very different types of sexual assault and misconduct. Details: Rockville, MD: Westat, 2015. 288p. Source: Internet Resource: Prepared for: The Association of American Universities: Accessed September 21, 2015 at: https://www.aau.edu/uploadedFiles/AAU_Publications/AAU_Reports/Sexual_Assault_Campus_Survey/Report%20on%20the%20AAU%20Campus%20Climate%20Survey%20on%20Sexual%20Assault%20and%20Sexual%20Misconduct.pdf Year: 2015 Country: United States URL: https://www.aau.edu/uploadedFiles/AAU_Publications/AAU_Reports/Sexual_Assault_Campus_Survey/Report%20on%20the%20AAU%20Campus%20Climate%20Survey%20on%20Sexual%20Assault%20and%20Sexual%20Misconduct.pdf Shelf Number: 136848 Keywords: Campus CrimesColleges and UniversitiesIntimate Partner ViolenceRapeSexual AssaultsSexual HarassmentSexual MisconductStalking |
Author: Mukamal, Debbie Title: Degrees of Freedom: Expanding College Opportunities for Currently and Formerly Incarcerated Californians Summary: College has the power to change lives. A college education creates job opportunities; it fosters leadership and improves the social and economic well-being of students, families, and communities. California has long recognized these benefits, and we enjoy a robust public higher education system unparalleled by any in the nation. More significantly, California is a national leader with a long-standing commitment to making college accessible and affordable for all its residents. In order to fully realize this commitment, we cannot overlook Californians who are involved in the criminal justice system. College can break the cycle of recidivism and transform formerly incarcerated individuals into community leaders and role models; it can alleviate economic barriers faced by the formerly incarcerated and enable families to enjoy the fruits of economic mobility. We must recognize that these students' success is part of California's success by including them in our existing education structures, and by ensuring that they persist to graduation. Improving access for all will require leadership and strategic intervention. Our colleges and criminal justice agencies must break out of their silos and share a commitment to high-quality education for all students whether they are learning in prison, jail, or the community. Our policymakers must enable partnership and collaboration between the education and criminal justice fields. Realizing this vision may not be easy, but doing so will improve the lives of thousands of potential college students, for the benefit of our communities now and in future generations. California has a history as a leader in prioritizing college access for all, including criminal justice-involved students. In the late 1970s, every state prison facility offered in-person college courses, and programs to support students with criminal histories existed at 15 community colleges across the state and on nearly half of California State University campuses. Today, we have the infrastructure and experience to successfully support non-traditional students working to achieve their educational goals, but we have only one in-person college program in our 35 prisons and only a handful of small campus programs to assist formerly incarcerated students. We can be a national leader again. This vision will not be realized without overcoming challenges. California is a remarkably decentralized state, both in education and in criminal justice. Programs that work in one region may be practically or politically unpalatable in another. Budgeting priorities in one county may differ greatly from the adjacent county, and each county has its own way of delegating decision-making power between education institutions and criminal justice agencies. For these reasons, a college education may remain elusive for criminal justice-involved individuals as well as others. To do nothing, however, abandons thousands of potential students who are eager for better opportunities. We have the tools to help, and we should. The descriptions and recommendations in this report are based on research conducted in 2014 by the Stanford Criminal Justice Center at Stanford Law School and the Chief Justice Earl Warren Institute on Law and Social Policy at the University of California, Berkeley School of Law. This initiative included a May 2014 convening of over 150 leaders and stakeholders in education and criminal justice from across California and the United States, as well as reviews of academic research, government reports, legal archives, publicly available databases, and surveys. We interviewed over 175 educators, educational administrators, criminal justice stakeholders, and formerly incarcerated students throughout California and the nation, including in-depth, semi-structured interviews with representatives of college programs for criminal justice-involved students across the country. Some of their direct words are highlighted throughout the report. (See Appendix A for a complete list of contacts and Appendix B for program descriptions.) Drawing on these sources, this report begins with a background on the higher education and criminal justice systems in California. This background section highlights the vocabulary and common pathways for each system, and provides a primer on California community colleges. Part II explains why California needs this initiative. Part III presents the landscape of existing college programs dedicated to criminal justice-involved populations in the community and in jails and prisons. This landscape identifies promising strategies and sites of innovation across the state, as well as current challenges to sustaining and expanding these programs. Part IV lays out concrete recommendations California should take to realize the vision of expanding high-quality college opportunities for currently and formerly incarcerated individuals. It includes guidelines for developing high-quality, sustainable programs, building and strengthening partnerships, and shaping the policy landscape, both by using existing opportunities and by advocating for specific legislative and policy changes. Profiles of current college students and graduates with criminal records divide the sections and offer first-hand accounts of the joys and challenges of a college experience. Throughout this report, terms marked in red italics are defined in the Glossary (only the first appearance of glossary terms are marked in red). Throughout this report, we refer to jail and prison inmates as incarcerated people or prospective students. The education and criminal justice systems relate and refer to the individuals who pass through them differently: colleges and universities teach students by exposing them to new ideas and skills, instilling a thirst for inquiry and cultivating leadership; correctional institutions confine inmates and prioritize the safety and security of their facilities by enforcing compliance and restricting individuality. Using the term student, rather than inmate or offender, intentionally aims to shift public perception of these individuals from passively confined inmates to actively engaged students pursuing the goals and dreams that a college education makes possible. Details: Stanford, CA: Stanford Criminal Justice Center; Berkeley, CA: Chief Justice Earl Warren Institute on Law and Social Policy, 2015. 154p. Source: Internet Resource: Accessed October 26, 2015 at: http://law.stanford.edu/wp-content/uploads/sites/default/files/publication/874512/doc/slspublic/Degrees%20of%20Freedom2015.pdf Year: 2015 Country: United States URL: http://law.stanford.edu/wp-content/uploads/sites/default/files/publication/874512/doc/slspublic/Degrees%20of%20Freedom2015.pdf Shelf Number: 137139 Keywords: Colleges and UniversitiesEducational ProgramsRehabilitation ProgramsVocational Training and Education |
Author: Human Impact Partners Title: Turning on the TAP: How Returning Access to Tuition Assistance for Incarcerated People Improves the Health of New Yorkers Summary: Turning on the TAP: How Returning Access to Tuition Assistance for Incarcerated People Improves the Health of New Yorkers set out to answer the question: How will providing college education to people in prison affect the health and well-being of those people, their families, and their communities? Our conclusion is that expanding access to college education for people in New York state prisons would benefit the overall health and well-being of the communities that formerly incarcerated people return to, as well as the individuals who receive the education, and their families. And yet, despite these benefits, funding through the state-s Tuition Assistance Program (TAP) - which provides grants to low-income New York residents to help them afford college - is unavailable to people who are incarcerated. This wasn't always the case. Until 1994, TAP and its federal equivalent, the Pell Grant Program, helped incarcerated people in prison enroll in courses offered by public and private colleges. Despite evidence of the benefits of correctional education, as part of the "tough on crime" wave that engulfed federal, state, and local policy-making in the early to mid-1990s, Pell and TAP grant eligibility was rescinded for people in New York State prison. After such funding was eliminated, in-prison college education programs in New York almost disappeared. Today, there are approximately 53,000 people in New York state prisons, 59% of whom have a verified high school diploma and could therefore be eligible for TAP funding if it were made available to them. Legislators in New York State are considering S975/A2870 (2015), a bill that would repeal the ban on incarcerated people receiving financial aid for college education through TAP. Should the legislation pass, people in prison would have increased access to educational resources and, ultimately, experience increased educational attainment. Data generated through the project shows how such legislation would be good for health and health determinants: The benefits of in-prison college education mean that when students return to the community, they engage in lower rates of crime and have a higher level of civic engagement when compared to other formerly incarcerated people returning to the community. College teaches critical thinking skills that help people better understand and take responsibility for the consequences of their actions. It also improves their chances of getting a job, reuniting with their families, finding their place in society, not committing new offenses, and not returning to prison. Benefits of in-prison college education include improved parenting behaviors, higher family income, increased likelihood that children and family members achieve higher levels of education, and reduced likelihood that children experience behavioral problems and get involved in the criminal justice system themselves. College education improves relationships and reduces conflicts, resulting in a safer prison environment. In-prison college education is a cost-effective investment in reducing crime and recidivism. Every $1 million spent on building more prisons prevents about 350 crimes, but the same amount invested in correctional education prevents more than 600 crimes. Data from existing college education programs surveyed through the project show that lack of resources is one reason that only one-third of prison applicants are accepted for college study. If tuition assistance funding was restored, existing programs would be able to enroll over 3,200 people a year. Based on such findings, the report makes a series of recommendations to ensure that such health benefits actually accrue - foremost among these is a recommendation to restore TAP funding for incarcerated people. Details: Oakland, CA: Human Impact Partners, 2015. 45p. Source: Internet Resource: Accessed November 16, 2015 at: http://www.turnonthetapny.org/docs/HIP_TAP_Report_final.pdf Year: 2015 Country: United States URL: http://www.turnonthetapny.org/docs/HIP_TAP_Report_final.pdf Shelf Number: 137300 Keywords: Colleges and UniversitiesCorrectional EducationCorrectional Programs |
Author: California State Auditor, Bureau of State Audits Title: Sexual Harassment and Sexual Violence. California Universities Must Better Protect Students by Doing More to Prevent, Respond to, and Resolve Incidents Summary: Sexual harassment and sexual violence against university students is an issue of critical importance. In May 2014 the U.S. Department of Education published a list of 55 universities, including the University of California, Berkeley (UC Berkeley), that it is investigating for their handling of sexual violence complaints. Further, according to a report prepared in 2007 for the National Institute of Justice, one-in-five women is sexually assaulted while in college. The federal government recognizes that sexual harassment of students, which includes sexual violence, interferes with students' rights to receive an education free from discrimination and, in the case of sexual violence, is a crime. Sexual harassment and sexual violence are forms of discrimination prohibited by Title IX of the Education Amendments of 1972 (Title IX). The issue of sexual violence was highlighted in January 2014 when the president of the United States announced the creation of a White House task force to develop a coordinated federal response to campus rape and sexual assault. The task force issued its initial report in April 2014. Th e universities we reviewed - UC Berkeley; University of California, Los Angeles (UCLA); California State University, Chico (Chico State); and San Diego State University (San Diego State) - do not ensure that all faculty and staff are sufficiently trained on responding to and reporting student incidents of sexual harassment and sexual violence to appropriate officials. In addition, although the Title IX coordinators and staff involved in key roles of the incident-reporting process receive adequate training, certain other university employees who are likely to be the first point of contact, such as resident advisors and athletic coaches, are not sufficiently trained on responding to and reporting these incidents. By not ensuring that all university employees are adequately and routinely trained on responding to and reporting incidents of sexual harassment and sexual violence, and by not providing practical information on how to identify incidents, universities risk having their employees mishandle student reports of the incidents. Further, when they are not sufficiently trained, employees may not know how to interact appropriately with students in these situations and may do something that would discourage students from engaging in the reporting process. In addition, the universities must do more to appropriately educate students on sexual harassment and sexual violence. State law requires universities within the California State University (CSU)system and requests those within the University of California (UC) system to provide educational and preventive information about sexual violence to all incoming students as part of established campus orientations, although it does not specify exactly when new student orientations must occur. We believe that the universities should provide this education to incoming students near the time that they arrive on campus, as they may be the most vulnerable to experiencing an incident of sexual harassment or sexual violence in their first weeks on campus. Additionally, universities should ensure that all continuing students receive periodic refresher training, at least annually, on this subject. We also noted that the content of the education did not always cover the topics outlined in statute. Further, the universities must review and modify as needed their incoming student and employee educational programs because of recent changes to federal law and federal guidance. The four universities did not always comply with requirements in state law for distribution of relevant policies. The distribution of these policies is important to inform students and university employees of how to appropriately handle and respond to incidents. In addition, the universities did not post their policies in certain places on campus where they might be seen by large numbers of students. To ensure that students are informed and reminded of the policies, it is important for the universities to prominently post them in locations frequented by students. Further, it is important that the Legislature amend state law to require universities to provide such information in certain prominent locations that are not currently specified in law, such as residence halls and other university housing and athletic facilities. Our review determined that all four universities maintain adequate information at each department involved in the reporting process in the form of brochures and flyers describing the resources available to students who have experienced an incident of sexual harassment or sexual violence, in addition to resources listed online. However, 46 of the 208 students who participated in a survey we conducted, or 22 percent, stated that they were not aware of resources available on campus should they or someone they know experience sexual harassment or sexual violence, indicating that the brochures and flyers, by themselves, may not always be effective in informing students of available resources. The survey also revealed that from 2009 through early March 2014, 73 of the 208 students, or 35 percent, reported experiencing 85 incidents of sexual harassment or sexual violence by another member of the campus community. The students reported that they did not file a Title IX complaint for 74, or 87 percent, of the 85 incidents. Each university we reviewed has an adequate overall process for responding to incidents of sexual harassment and sexual violence. However, our review of 80 case files at the four universities revealed that the universities need to improve these processes in some key areas. Specifically, the universities should do more to demonstrate that a student who may have experienced sexual harassment or sexual violence is informed of his or her reporting options and what to expect regarding the university's subsequent actions. The universities then need to better inform students who file a complaint of the status of the investigation and to notify them of the eventual outcome. Additionally, the universities need to evaluate summary data related to incidents of sexual harassment and sexual violence. Evaluation of these data would allow them to identify trends, such as the timing and location of incidents, that could then inform their outreach and protection efforts. The four universities have created or are in the process of creating multidisciplinary committees, which is recognized as a best practice, to address sexual harassment and sexual violence prevention. These multidisciplinary committees can evaluate data on the number and types of incidents of sexual harassment and sexual violence and aid in the discussion of potential solutions. Details: Sacramento: California State Auditor, 2014. 113p. Source: Internet Resource: Accessed February 8, 2016 at: http://auditor.ca.gov/pdfs/reports/2013-124.pdf Year: 2014 Country: United States URL: http://auditor.ca.gov/pdfs/reports/2013-124.pdf Shelf Number: 137788 Keywords: Campus CrimesColleges and UniversitiesRapeSexual HarassmentSexual Violence |
Author: MacNeela, Padraig Title: Young People, Alcohol and Sex: What's Consent Got To Do With It? Exploring How Attitudes to Alcohol Impact on Judgements about Consent to Sexual Activity: Judgements about Consent to Sexual Activity:Judgements about Consent to Sexual Activity: Summary: This qualitative study explores the intersection of university students attitudes to alcohol use and consent to engage in sexual activity. This report describes: - The background to the study - The two qualitative methodologies used to collect and analyse data - The findings that arose from student reactions to hypothetical scenarios of non-consenting sexual activity, and - Discusses the findings in respect of the scope to support change in attitudes to alcohol use and consent. One of the key findings in the extensive RCNI Rape and Justice in Ireland report (Hanley et al., 2009) was the high rate of co-occurrence of heavy drinking with rape, by perpetrators and / or victims. This finding led RCNI to develop a year-long campaign in 2012, titled Calling Time on Sexual Violence and Alcohol. The current study builds on this work to address the links that exist between sexual violence and alcohol use. Internationally, it is recognised that extreme intoxication is a component of how the public understand sexual coercion and rape. For instance, this link underpins a 'double standard' attitude, whereby victims are attributed more responsibility if they had been drinking while perpetrators are often perceived as less responsible (Abbey, 2008). Studies of university student attitudes to alcohol use and non-consenting sexual encounters are not available in the Irish context, so relevant work from other countries will be cited in introducing this study. One reference point in the existing research literature is that of stereotypical rape myths (Ryan, 2011). These myths rely on attitudes and social scripts that support a network of fixed, false beliefs about sexual violence. Such rape myths are linked to the stigmatisation of victims by others. They are also associated with self-stigma, as many women who have been forced to have sex do not label the experience of rape, due to their own internalized expectations for what rape entails (Littleton et al., 2006). Thus, a victim who has been drinking may be less likely to label sexual violence as rape, in the mistaken belief that he or she shares responsibility for the assault. It is not just through rape-specific expectations that preconceptions and stereotypes inform attitudes to nonconsenting sex. Berntson et al. (2013) take a broader view on how college students use scripts and pre-existing expectations to make sense of their relationship experiences. For them, relationships and sexual activity are interpreted through interpersonal sexual scripts that are shared among peers. Berntson et al. suggest that women are more likely to view their sexual activity within a communicative, relationship-based script. They contrast this with the traditional male preference for a recreational script for 'no strings' sex. This picture reflects long-standing cultural norms, in which men and women may be pursuing different, potentially conflicting objectives through sexual activity. It should be noted that gender role differences in expectations for sexual activity may now be changing. According to U.S. research, recreational sexual scripts have gained traction among young adults as an acceptable option for both sexes. This has been seen in the emergence of the 'hook up' culture. Hooking up refers to engaging in sexual behaviours without a pre-existing romantic relationship (Downing-Matibag & Geisinger, 2009). This might include sexual intercourse, but a hook up can also include or be restricted to oral sex, sexual touching, or masturbation. It is at this point that it becomes essential to consider the intersection between attitudes to sex and the impact that alcohol use has for sexual expression among young adults. Alcohol use has been identified as a critical issue for the well-being of young adults who take part in hook ups. In one recent survey of U.S. students, Thomson Ross et al. (2011) found that non-consenting sex was strongly associated with binge drinking and reports of harms arising from alcohol consumption. The link between drinking and non-consenting sex is especially relevant in an Irish context, as, quite apart from the emergence of a hook up culture, alcohol use is a dominant feature of socialising among young adults. For instance, a comparative study of 21 countries established that Irish university students exhibited one of the highest rate of drinking internationally (94%) (Dantzer et al., 2006). Dantzer et al. found no gender difference in the rate of non-drinking among Irish students, whereas in most countries rates of non-drinking are substantially higher among females than males. Ireland is one of several European countries with particularly high rates of alcohol consumption, along with Denmark, England, Scotland, Wales, and the Netherlands (Dantzer et al., 2006). All of these countries have high rates of binge drinking as well, a style of drinking that involves the consumption of large amounts of alcohol within a short period. There is by now little doubt that binge drinking is associated with considerably elevated risks of exposure to alcohol-related harms. These span the physical domain (e.g., injury, blackouts), psychological harms (e.g., lower quality of life, alcohol dependence), and social harms (e.g., higher rates of public disorder convictions, lower academic performance) (Kypri et al., 2009). Following repeated exposure to harms among peer networks, negative events such as a memory blackout or interpersonal conflict may become normalised. It may be the case that these adverse outcomes become accepted as the cost of accommodating heavy drinking as an integral part of the university experience. The degree to which alcohol-related harms such as non-consenting sex, rape, and sexual assault have been normalised is as yet unstudied in the Irish context. Details: Galway: Rape Crisis Network Ireland, 2014. 84p. Source: Internet Resource: Accessed April 12, 2016 at: http://www.rcni.ie/wp-content/uploads/Whats-Consent-Full-A41.pdf Year: 2014 Country: Ireland URL: http://www.rcni.ie/wp-content/uploads/Whats-Consent-Full-A41.pdf Shelf Number: 138638 Keywords: Alcohol Related CrimeBinge DrinkingCampus RapeColleges and UniversitiesSexual AssaultSexual Violence |
Author: University of Cincinnati. Office of Safety and Reform Title: Final Report for the Comprehensive Review of the University of Cincinnati Police Department Summary: The shooting death of Samuel DuBose is a tragedy that shook the University of Cincinnati (the "University" or "UC"), its Police Department (the "Department" or "UCPD") and the Cincinnati community to their core. In the wake of that tragedy, the University Administration has commendably taken a series of steps to determine what led to the shooting and how to best ensure that mistakes of the past are never repeated. One such step was the engagement of the Exiger team to perform a comprehensive review of UCPD. Over the last four months the Exiger team has spoken to a significant number of members of the University faculty, staff, administration, student body, as well as numerous Cincinnati residents and reviewed thousands of pages of documents in an effort to fully understand the improvements that are necessary to help transform UCPD into a model law enforcement agency by combining best practices of urban, university and community policing. This is the Exiger team's final report in which we present our findings and recommendations for remediation and reform of the organization. Many of the recommended reforms are significantly underway, some being undertaken even prior to our arrival. Our report consists of this Introductory Section, an Executive Summary including the "Fundamental Recommendations" which form the foundation for UCPD to become the model agency toward which it strives; a background section that covers the history of the UCPD, and the incident that gave rise to this assignment; a section outlining the scope of the assignment; followed by a section on the methodology utilized for completion of the assignment; and finally, a section containing the biographies of the members of the Exiger team. This is followed by a series of sections that cover each of the subject matter areas specified in the Request for Proposal. All told, there are 14 Fundamental Findings with 25 corresponding Recommendations, and there are 115 additional findings with 251 specific recommendations which the team believes, if implemented, will collectively transform the Department. Details: Cincinnati: University of Cincinnati, 2016. 136p. Source: Internet Resource: Accessed October 20, 2016 at: https://www.uc.edu/content/dam/uc/safety-reform/documents/FINAL%20REPORT.pdf Year: 2016 Country: United States URL: https://www.uc.edu/content/dam/uc/safety-reform/documents/FINAL%20REPORT.pdf Shelf Number: 145872 Keywords: Campus PoliceCampus SecurityColleges and UniversitiesSchool Violence |
Author: Guerin, Paul Title: College Student Athletes Early Intervention Program at the University of New Mexico Summary: The Bernalillo County Department of Substance Abuse Programs (DSAP) contracts and works with the Public Safety Psychology Group (PSPG), Media Literacy and Mothers Against Drunk Driving (MADD), and the Albuquerque Police Department (APD) in an effort to prevent drug and alcohol abuse. Due to the age of college athletes, and the above average risk of heavy episodic drinking, getting to these groups of students early in their college and sport careers is vital. Details: Albuquerque, NM: University of New Mexico, Institute for Social Research, 2016. 14p. Source: Internet Resource: Accessed September 16, 2017 at: http://isr.unm.edu/reports/2016/college-student-athletes-early-intervention-program-at-the-university-of-new-mexico.pdf Year: 2016 Country: United States URL: http://isr.unm.edu/reports/2016/college-student-athletes-early-intervention-program-at-the-university-of-new-mexico.pdf Shelf Number: 147352 Keywords: Alcohol Abuse PreventionAthletesColleges and UniversitiesDrug Abuse PreventionSportsSubstance Abuse Prevention |
Author: End Rape on Campus Australia Title: Connecting the dots: Understanding sexual assault in university communities Summary: The following report is the result of End Rape on Campus Australia's extensive experience working with and advocating for student survivors of sexual assault. We believe that everyone has a right to an education free from sexual violence and that educational institutions have the responsibility of addressing sexual assault within their communities, both at the level of primary prevention, as well as through providing quality, trauma-informed services and pathways for reporting incidents of sexual assault. In this submission, we provide an overview of the problem of sexual assault at tertiary educational institutions in Australia, including the nature and extent of the issue, the obstacles a survivor may face when reporting and accessing support, and the historical context of universities' failure to respond to this issue. We have made a number of recommendations for change both at individual universities, and at the level of State and Federal Governments, to address the ongoing problem of sexual assault in university communities. The nature and extent of sexual assault within university communities At present, there is little reliable data on sexual assault prevalence rates at Australian universities, however national statistics show that young women in general are at a significantly greater risk of experiencing sexual assault than any other group of people. Recent media cases and data obtained through FOI investigations indicate that sexual assault and harassment is occurring at concerning rates at Australian universities and colleges. Attitudes which minimise sexual assault, shift blame onto victims or normalise non-consensual activity create a climate in which sexual assault is both more likely to occur, and less likely to be recognised and reported. We note that the perpetrators of sexual assault are overwhelmingly male, reflecting the gendered nature of sexual assault as a crime of power and control. In many instances, rape occurs off campus, in domestic settings such as share-houses, apartments, house parties, and so on. Although many universities restrict their attention to incidents which have occurred on campus, EROC Australia believes that this distinction is artificial. All instances of sexual assault experienced by a student have the potential to affect their ability to study and to participate in the university community regardless of where the assault took place. In this section, we also outline the role of witnesses and responders to acts of sexual assault, including friends of the victim, tutors, Residential Advisors and student representatives. There is an overarching lack of training and support for these supporters, creating a real risk of vicarious trauma. We provide several de-identified case studies from our work, illustrating common responses to sexual assault in university communities. The aftermath of rape: survivor needs in the wake of sexual assault Survivors often have a range of complex needs after experiencing sexual assault. In many cases, these needs are not met by the systems in place at universities for responding to requests for support. Part of the problem is the lack of a holistic approach to supporting survivors. Sexual assault can cause not only psychological and medical issues, but also financial stress, difficulty with academic tasks, the need for legal support, and housing issues, amongst others. In many cases, universities fail to make the connection between these needs and a student's experience of sexual assault. Even whereuniversities do endeavour to provide for some of these needs - for example, by referring students to oncampus counselling services - these services are often inaccessible and not specialised for responding to trauma. In particular, survivors have faced difficulties accessing the support they need with academic tasks, such as extensions or special considerations for assignments, time off from lectures or class, and changes to timetabling arrangements. Strict requirements for particular documentation, or automated systems that frequently reject applications, can cause significant anxiety for survivors. On-campus counselling services pose another problem. These services are often understaffed or underfunded, and many lack counselling staff with trauma specialist training, leading to some survivors receiving improper, and at times dangerous, treatment. Understanding the history and context of responses to sexual assault at Australian universities Sexual assault is not a new issue at Australian universities - student activists have been urging universities to address sexual violence for many decades. However, little progress has been made in improving policies, services and structures for reporting sexual violence. The overarching problem with universities' collective failure to address sexual violence is the conceptualisation of the problem as primarily a private concern or a woman's responsibility. Incidents of sexual assault are treated as rare, disconnected and random, rather than the inevitable product of a social context with deep-rooted and persistent gender inequality. This attitude leads to university campaigns that perpetuate various rape myths - for example, the misleading 'stranger danger' narrative leads to suggestions that better lighting on campus would reduce sexual assault. In many cases, universities seem to believe an adequate response to the prevalence of sexual assault is to publish 'safety tips' that urge women to modify their behaviour to avoid being sexually assaulted and perpetuate the idea that women hold responsibility for their own safety. Notably, such strategies fail to make perpetrators accountable for sexual assault. Universities also tend to conceptualise sexual assault as always, and only, a police matter. Many university websites urge survivors to report their experiences to police. Commonly, survivors are told that the university cannot take action unless the incident has been reported to police, or until a criminal conviction is secured. However, universities do in fact have disciplinary and misconduct procedures, which give university officials the power to investigate student misconduct, make findings, and deliver penalties. These procedures can provide important pathways of restitution for survivors, and can ideally deliver practical outcomes to support a survivor's welfare, such as removing the perpetrator from a class or from campus. Contrary to much university rhetoric, most university decision-making procedures are also supported by longstanding principles of administrative law, which acknowledge and regulate decision-making by nonjudicial bodies and provide protections for both survivors and alleged perpetrators. Barriers and challenges to reporting sexual assault within university communities There are many reasons that survivors may not choose to disclose their assault, whether informally, to friends and family, or formally, to professional support services, to the police or to their university. Barriers to informal reporting include emotional barriers, such as the fear of not being believed, as well as social, cultural, linguistic and structural barriers. There are also many obstacles to formally reporting instances of sexual assault - for example, inaccessible or poorly publicised reporting systems or a lack of trust in institutional procedures. Details: s.l.: End Rape on Campus Australia, 2017. 69p. Source: Internet Resource: Accessed March 5, 2018 at: https://static1.squarespace.com/static/5762fc04f5e231826f09afae/t/58b3d08ddb29d6e7a2b8271d/1488179368580/Connecting+the+dots.pdf Year: 2017 Country: Australia URL: https://static1.squarespace.com/static/5762fc04f5e231826f09afae/t/58b3d08ddb29d6e7a2b8271d/1488179368580/Connecting+the+dots.pdf Shelf Number: 149314 Keywords: Campus CrimeCampus RapeColleges and UniversitiesRapeSexual AssaultSexual ViolenceVictim ServicesVictims of Crime |
Author: National Council on Disability Title: Not on the Radar: Sexual Assault of College Students with Disabilities Summary: Sexual assault can be devastating to victims and cause long term physical, psychological, and emotional effects, including depression, post-traumatic stress, thoughts of suicide, flashbacks, and sleep disorders. The issue of sexual assault on college campuses has received increased attention since the 2007 publication of the federally funded College Sexual Assault study, which found that 19 percent of female undergraduates were victims of sexual assault during their time in college. Another recent federally funded study surveyed 23,000 students across nine colleges and universities and found that the prevalence of sexual assault averaged 21 percent for females across the schools. Neither of these studies included disability status as a demographic and, as such, no data was gathered on the prevalence of sexual assault on students with disabilities. However, a recent large-scale study on campus sexual assault by the Association of American Universities revealed that college students with disabilities were victims of sexual violence at higher rates than students without disabilities - 31.6 percent of undergraduate females with disabilities reported nonconsensual sexual contact involving physical force or incapacitation, compared to 18.4 percent of undergraduate females without a disability. This means one out of every three undergraduate students with a disability was a victim of sexual violence on campus. As campuses across the United States work to prevent assaults, educate students on assault prevention, and provide supports for survivors, little is known about how colleges address the accessibility needs of students with disabilities who have suffered a sexual assault, or about the inclusivity of college programs, services, and policies to victims of assault with disabilities. This study set out to investigate the current state of campus sexual assault programs and policies and uncovered multiple barriers to students with disabilities, from reporting crime to receiving needed assistance afterward. The report includes recommendations for Congress, federal agencies, and colleges to improve reporting requirements, training, and policies and procedures to better serve students with disabilities who have experienced sexual assault on campus. Details: Washington, DC: The Council, 2018. 79p. Source: Internet Resource: Accessed April 11, 2018 at: https://ncd.gov/sites/default/files/NCD_Not_on_the_Radar_Accessible_01292018.pdf Year: 2018 Country: United States URL: https://ncd.gov/sites/default/files/NCD_Not_on_the_Radar_Accessible_01292018.pdf Shelf Number: 149758 Keywords: Campus CrimeCampus RapeColleges and UniversitiesDisabilitiesDisabled PersonsSexual Assault |
Author: Champion, Nina Title: Turning 180 Degrees: The Potential of Prison University Partnerships to Transform Learners into Leaders Summary: This report is based on travels to four countries: Belgium, Denmark, Poland and United States (California) to explore prison university partnerships. A typology of ten different models of collaboration is set out in the report: 1. Inside and outside students studying together in prison 2. Professors and former professors teaching/mentoring inside students 3. Outside students teaching/mentoring inside students 4. Inside students attending university on day release 5. Digital and distance learning 6. Pipelines to university after release 7. Staff professional development 8. Participatory research 9. Co-production and co-creation 10. Advocacy and activism The list above reflects the vast array of potential partnership approaches to meet different needs and to suit different establishments. Often these models overlapped, with learners gaining a variety of opportunities to engage with higher education. I visited new and emerging partnerships in Europe and longer-established partnerships in the United States. Meeting many alumni of these programmes in California, who were now community leaders influencing social change, led me to analyse the findings through the lens of leadership. Building on the concept of becoming 'assets to society', a stated outcome of prison education in England (MoJ, 2017), this report assesses the ways in which prison university partnerships build human capital and social capital. I use the Social Change Model of Leadership Development (Higher Education Research Institute, 1996) as a framework to define the individual, group and community values observed in these partnerships, showing how they have the potential to transform learners into leaders and affect change: As well as the benefits, this report outlines the challenges of prison university partnerships, in relation to five key themes: People, Logistics, Content, Resources and Impact. In conclusion, assessing the relevance to the UK, I call for universities to see people in prison as future change-makers and urge criminal justice organisations to focus on developing the leadership capabilities of people with lived expertise to drive social change, particularly at this time of 'prison crisis'. Universities should be at the heart of this movement offering opportunities both in custody and after release as part of their widening participation strategies. Prisons should support this by removing barriers to successful collaboration and by embracing partnership working. Details: Prisoners' Education Trust, 2018. 35p. Source: Internet Resource: Accessed May 3, 2018 at: http://www.prisonerseducation.org.uk/data/Resources/Turning%20180%20Degrees%20FINAL%20VERSION.pdf Year: 2018 Country: United Kingdom URL: http://www.prisonerseducation.org.uk/data/Resources/Turning%20180%20Degrees%20FINAL%20VERSION.pdf Shelf Number: 150037 Keywords: Colleges and UniversitiesCorrectional EducationMentoringPrison EducationPrisoner Rehabilitation |
Author: Ward, Cynthia V. Title: Fair Process and Sexual Misconduct on Campus Summary: Pressured by directives from the Obama Administration's Department of Education, colleges and universities across the country scrambled to revamp their processes of adjudicating sexual assault on campus. Critics of the new campus sexual misconduct codes charge that the rules are now unfairly biased against those charged with offenses. Two recent developments - the election of Donald Trump, and the arrival of the #MeToo movement - have substantially shifted the political and social ground upon which the new sex misconduct codes were created. Pressed now from advocates of due process, schools must give careful thought to the question of what fairness means in the context of adjudicating sexual misconduct in the campus setting. In deciding their response, colleges and universities should not reflexively defend misconduct codes which were themselves hastily assembled in response to controversial mandates from the government. Instead, they should acknowledge that sanctions imposed on offenders in these cases operate as punishment, and look to the Criminal Law - the law of individual punishment - as a model for mediating the competing claims of justice which fight for dominance in these cases. Campus sexual assault adjudications are not criminal trials, and criminal procedure cannot be wholly imported into such adjudications. But campus proceedings should be motivated by the core principles - of Harm, Proportionality, and Parsimony - which have produced our social system of punishment. College sexual misconduct codes lack a coherent set of principles upon which to ground the structure of sexual assault adjudications; such principles do ground the criminal process and should serve as a model for other forms of institutional punishment. Details: Williamsburg, VA: William and Mary Law School, 2018. 71p. Source: Internet Resource: Accessed May 8, 2018 at: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3160207 Year: 2018 Country: United States URL: https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3160207 Shelf Number: 150101 Keywords: Campus CrimesCampus Sexual AssaultColleges and UniversitiesSexual Assault |
Author: Oregon Campus Safety Work Group Title: Campus Safety at Oregon Post-Secondary Education Institutions: A Report from the Oregon Campus Safety Work Group Summary: Public safety is an increasingly critical issue on campuses across the country, including institutions in Oregon. High-profile examples of emergencies and threats to college campuses, such as Superstorm Sandy and the tragedy at Virginia Tech, have shifted statewide conversations over the past 15 years. Emergencies and threats to students, faculty, and staff on campuses can take numerous forms; acts of violence, natural disasters, communicable disease outbreaks, cyberattacks, and system failures are some examples. Many of these events are often highly publicized. To prepare for and mitigate a wide range of threats to campus safety effectively, the Oregon Campus Safety Work Group uses a comprehensive all-hazards approach to evaluate safety and disaster response, as well as recovery needs. From the looming threat of a Cascadia earthquake, to devastating incidents like the Umpqua Community College shooting, it is clear that it is time to reprioritize resources and attention to ensure the safety and resilience of Oregon campuses. The vulnerability of Oregon's campuses was tragically realized in October 2015 with the shooting at Umpqua Community College. In response to this incident and others, Oregon Governor Kate Brown established the Oregon Campus Safety Work Group. The purpose of the Work Group is to identify strategies to better support public safety and emergency management at Oregon's post-secondary educational institutions (PSEI). The charge of the Work Group is: 1. Identify resource needs and potential state policies to enable a coordinated strategy across the higher education system for public and private institutions; and 2. Analyze promising practices and protocols that can be shared across all post-secondary education institutions to maintain public safety, and prevent, prepare for, and effectively manage future response and recovery efforts for campus-wide crises or emergencies. This is not the first time the state has explored strategies to improve safety on Oregon campuses. In 2008, the Governor's Task Force on Campus Safety in Oregon identified many of the same issues and strategies identified in this report. Although some progress has been made since 2008, much more needs to be done to respond to the threats facing Oregon's postsecondary education institutions (PSEI). The recommendations in this report build on recommendations in the 2008 report and identify opportunities for PSEI across the state to work together to make Oregon campuses safer. Details: Eugene, OR: University of Oregon Community Service Center. 2016. 39p. Source: Internet Resource: Accessed March 18, 2019 at: https://www.nccpsafety.org/assets/files/library/Campus_Safety_at_Oregon_IHEs.pdf Year: 2016 Country: United States URL: https://www.nccpsafety.org/assets/files/library/Campus_Safety_at_Oregon_IHEs.pdf Shelf Number: 155021 Keywords: Campus Crime Campus Safety Campus Security Colleges and Universities |