The University of Iowa Anti-Violence Plan
for sexual misconduct, dating violence, and stalking
Summer 2018 - Spring 2021

The University of Iowa has a committed team working to prevent sexual misconduct, dating violence, and stalking; provide support to survivors; and hold offenders accountable—and the Six Point Plan to Combat Sexual Assault and the first iteration of the University of Iowa Anti-Violence Plan have been closed out.

It’s on all of us to continue this important work, so the new three-year Anti-Violence Plan for sexual misconduct, dating violence, and stalking includes new action items, as well as four items carried over from the previous plan. It focuses on prevention and education, intervention, and policy, and it’s influenced by responses to the second iteration of the Speak Out Iowa campus climate survey (noted by numbers), evidence-informed efforts and practices (noted by letters), and input from members of the University of Iowa Anti-Violence Coalition (AVC), survivors, and stakeholders.

History

View a history & timeline of the University of Iowa Anti-Violence Coalition efforts

Prevention and Education

Goal: Engage the campus community in ongoing prevention and education efforts to involve all students, faculty, and staff in creating a safe and respectful environment. This work is guided by the UI Comprehensive Education Model.

Strategy

Expand student prevention and education so every student develops the knowledge and skills to engage in healthy relationships, serve as active bystanders, respond effectively to disclosures, and report problems (1, 2, 3, 14, B, J, L) by:

  • Updating the Education and Training Database to collect attendance data for individual student participants and to report on how attendance works towards meeting the university’s Gender-Based Violence Prevention Learning Outcomes
  • Identifying opportunities for expanding education in the second semester and second year through increasing collaboration with campus partners
  • Collaborating with Residence Education to integrate gender-based violence prevention topics and strategies into the residential curriculum of undergraduate first-year students
  • Exploring the creation of a career readiness workshop for students about sexual harassment prevention in the workplace
  • Exploring the development of a for-credit course emphasizing primary prevention that targets first- and second-year students
  • Expanding messaging campaigns across campus, coordinated through the Campus Education Subcommittee
  • Reviewing the online programs used for educating incoming students and making a recommendation to continue with the current program or to switch to a new vendor
  • Providing tools for parents to use in conversations with their students about healthy relationships, consent, and the use of alcohol
Updates
  • Fall 2018: Implemented Swipe tracking software in high-traffic programming areas, including Student Wellness, Residence Life, Women's Resource & Action Center, and RVAP.
  • Fall 2018: Outlined requirements and business rules for a dashboard to connect attendance information to demographics. 
  • Fall 2018: Working with the Office of Teaching, Learning, & Technology to resolve technical issues for the review of the online program.
  • Spring 2019: Worked with stakeholders to test updated dashboard that connects attendance information to demographics using swipe technology.
  • Spring 2019: Continued collaboration with the Business Intelligence Shared Service Center to expand data points included in the dashboard.
  • Spring 2019: Added two gender-based violence questions to spring Hawk Talks, in which resident assistants speak with each resident (new and returning students). Data from over 4,550 individual Hawk Talks will be analyzed regarding student’s ability to respond compassionately to disclosures and understand resources during summer 2019.
  • Spring 2019: Internship provider group worked with the Office of the Sexual Misconduct Response Coordinator to create recommendations on sexual harassment prevention for students (syllabi, “Safety in Your Internship” one-pager, internship agreements) and education for employers.
  • Spring 2019: A work group, in partnership with Student Life Marketing and Design, was charged in late spring to provide recommendations on consistent messaging to be implemented in the 2019-2020 academic year. 
  • Spring 2019: Stakeholders from ITS, Success at Iowa Course Administrator, and Online Program Administer recommended delaying review of EverFi content until a LTI (Learning Tools Interoperability) has been created to connect EverFi to ICON.
  • Spring 2019: Created a parent and family handbook, “Talking with your Student about Sexual Assault and Dating Violence” that parents and families will receive during summer orientation.

Strategy

Ensure campus prevention and education efforts meet the needs of racial and ethnic minority students, students with disabilities, international students, and LGBTQ communities on campus (5, 6, 7, A, C, D, I) by:

  • Implementing mechanisms to collect student feedback on current prevention and education efforts and developing or modifying prevention curriculum based on student input and best practices
  • Exploring modification of the Flip the Script curriculum to create a high-impact class for queer and gender non-binary students
  • Partnering with the Division of Diversity, Equity, and Inclusion, Faculty Senate, Staff Council, and the Office of the Provost to support programming aimed at fostering an inclusive and welcoming environment
  • Expanding the Certified Peer Educator program to enhance culturally specific representation and content
Updates
  • Fall 2018: Worked with Transformative Healing Executive Director to review the Flip the Script curriculum and develop proposed modifications. 
  • Fall 2018: Shared proposed modifications to Flip the Script with Dr. Charlene Senn, EAAA developer, for input and initial thoughts. 
  • Fall 2018: Connected with researcher at the University of Michigan who has applied for funding to do research that would inform modification of the Flip the Script curriculum. 
  • Fall 2018: Worked to ensure staff diversity is a critical component of the Certified Peer Educator hiring process. 
  • Fall 2018: Developing a plan to increase marketing for fall 2019 Certified Peer Educator hiring in order to reach a diverse group of students (spring 2019).
  • Fall 2018: Determined focus groups would be held to understand potential improvements to interpersonal violence prevention workshop curriculum. 
  • Fall 2018: Interpersonal Violence Prevention Team (WRAC/RVAP) working to schedule focus groups with student groups who have completed interpersonal violence prevention workshops to understand if workshops meet the needs of students (spring 2019).
  • Spring 2019: Created and shared preliminary report of participation in programs/activities based on demographic information with the Anti-Violence Coalition (AVC). The AVC suggested providing the report to the Campus Education Subcommittee regularly.
  • Spring 2019: Continued preliminary planning of Campus Climate student focus group research with draft IRB application.
  • Spring 2019: Met with the UI Pride House coordinator to discuss plans for meeting with the LGBTQ student leaders in the fall to recruit for first focus group sessions.
  • Spring 2019: Conducted a literature review to understand the experiences of queer and gender non-binary students as it relates to gender-based violence.
  • Spring 2019: Will hire a part-time employee to write new curriculum during summer 2019.
  • Spring 2019: Increased marketing for fall 2019 Certified Peer Educator hiring to reach a diverse group of students.
  • Spring 2019: Conducted focus groups in spring 2019 to understand potential improvements to interpersonal violence prevention workshop curriculum. Curriculum will be updated for fall 2019.

Strategy

Increase engagement of faculty and staff in creating a respectful and safe campus (2, E, J) by:

  • Exploring opportunities to add sexual harassment prevention content in faculty and staff on-boarding process
  • Exploring opportunities to assist supervisors in maintaining respectful environments by providing training on intervening quickly in response to sexist and crude comments in the workplace
  • Collaborating with directors of graduate programs and professional school deans to cultivate a respectful and safe environment within their department or college (carried over from 2016 plan)
  • Expanding the Iowa Grow education for supervisors of students to include how to address disclosures and communicate expectations for digital communication connected to the workplace (messaging apps, social media, etc.)
  • Evaluating and piloting the use of new online prevention training for student employees in the Division of Student Life
Updates
  • Spring 2019: Completed literature review on use of checklists in other industries to improve critical safety systems and processes.
  • Spring 2019: Office of the Sexual Misconduct Response Coordinator, Organizational Effectiveness, and the Office of the Vice President for Student Life currently meeting to explore how the use of checklists in new staff or supervisor onboarding could assist in promoting respectful workplace behavior.

Strategy

Implement strategies to create protective environments and expand prevention messaging surrounding big events that are associated with alcohol consumption, including home football games and concerts (4, G)

Continue collaboration with campus and community alcohol harm reduction efforts (4, B) by:

  • Offering late night programming and expanding opportunities to reach abstainers, low-risk drinkers, and high-risk drinkers
  • Assessing late night programming data to ensure events are reaching at-risk populations, including LGBTQ students
  • Continuing work with Fraternity & Sorority Life to decrease high-risk alcohol use, including sustaining the ban on hard alcohol at social events
Updates
  • Spring 2019: Campus Activities Board (CAB) partnered with Residence Education to offer consistent weekly programming in the residence halls in addition to weekly IMU programs.
  • Spring 2019: Multicultural and International Student Support & Engagement (MISSE) began late night programming in each of the four Cultural Centers.
  • Spring 2019: Fraternity & Sorority Life began late night programming targeted at Fraternity & Sorority membership.
  • Spring 2019: Recreational Services expanded hours of operation to midnight nightly and offered a “Rec After Dark” event each semester.
  • Spring 2019: Partnered with The Graduate hotel in Iowa City to host late night events in its venues and expand funding for University of Iowa student organization late night programming. Programs to begin in FY20.
  • Spring 2019: Used swipe technology to gather student attendance and demographic information and administer a brief survey to better understand who is served through late night programming efforts.
  • Spring 2019: Fraternity & Sorority Life began late night programming targeted at Fraternity & Sorority membership.
  • Spring 2019: Hard alcohol continues to be banned at registered Fraternity & Sorority Life social events.

Strategy

Expand and coordinate programming focused on mobilizing and engaging male-identified students, staff, faculty, and community partners to work as allies with all genders to create cultures of respect, free from gender-based violence (8, A, B) by:

  • Charging the Healthy Masculinities Task Force to:
    • Define a mission statement that targets observable outcomes geared at decreasing and ultimately ending gender-based violence
    • Host monthly discussion groups to shift social norms that define masculinity in order to promote authenticity and safety
    • Coordinate training opportunities on campus and in the community to engage men and boys in redefining masculinity and preventing gender-based violence
  • Promoting authentic masculinities discussion groups in residence halls (facilitated by Women's Resource & Action Center [WRAC] and University Counseling Services [UCS] )
  • Developing more facilitators for the Better Men. Better Hawkeyes. curriculum (facilitated by the UI Department of Safety [UIDPS])
  • Promoting the Men’s Anti-Violence Council (facilitated by WRAC)
  • Expanding men and masculinities work to include fraternity student leadership and other potential areas such as intramural clubs
Updates
  • Fall 2018: The Healthy Masculinities Task Force defined a mission statement and outlined observable metrics that focus on decreasing and ultimately ending gender-based violence.
  • Fall 2018: The Healthy Masculinities Task Force hosted three discussion groups at various locations across campus to shift social norms that define masculinity in order to promote authenticity and safety. 
  • Fall 2018: Seventeen students are working toward the Resilience and Trauma-Informed Perspectives Certificate, offered through the College of Liberal Arts and Sciences.
  • Fall 2018: Provided training and support for Monsoon Youth Violence Prevention Program where high school students will mentor middle school students around interpersonal violence prevention and bystander intervention
  • Fall 2018: Discussion cards were provided to interested resident assistants to facilitate conversations with residents about gender norms.  
  • Fall 2018: Two focus groups were conducted by University Counseling Service and the Women's Resource & Action Center focusing on the socialization of men and how masculinity affects the college experience. 
  • Spring 2019: Men & Masculinities Coalition (new name) held three Lunch and Learn sessions.
  • Spring 2019: The Coalition sponsored the 2nd annual Men’s Summit, which included peer-led sessions for high school students.
  • Spring 2019: The Coalition is reviewing metrics from its 2018-2019 goals and establishing new goals for the next academic year related to outreach and programming.

Strategy

Explore additional methodologies for assessing the campus climate around sexual misconduct, dating violence, and stalking (H) by:

  • Creating a research partnership with the SHIFT research project at Columbia University to ensure survivors’ voices continue to inform priorities and strategies on the UI campus
  • Working with the Division of Diversity, Equity, and Inclusion, Central Human Resources, the Office of the Provost, Faculty Senate, and Staff Council to survey employees on sexual misconduct
Updates
  • No updates at this time.

Strategy

Continue to advance institutional trustworthiness and transparency by developing, implementing, and evaluating programming for undergraduate students that includes explicit, active, discussion-based policy education about confidential resources, how to report, and the adjudication process (11)

Updates
  • No updates at this time.

Intervention

Goal: Develop, integrate, and evaluate inclusive, trauma-informed, person-centered interventions for all those impacted by sexual misconduct, dating violence, and stalking, in a fair and equitable manner.

Strategy

Increase knowledge of how to get help and where to report (9, 10, 11, A, F, K) by:

  • Developing, integrating, and evaluation training for students on responding to disclosures of sexual violence, mental health, and bias
  • Implementing modules on responding to disclosures as part of new employee sexual harassment training
  • Ensuring educational curriculum provides knowledge and information regarding campus and community resources available to the reporting party
  • Increasing messaging to parents about policies, procedures, resources, and how to respond to a disclosure (carried over from 2016 plan)
  • Working with the Office of the Provost to develop suggested language for class syllabi on campus resources and accommodations

 

Updates
  • Spring 2019: The Student Advisory Committee on Sexual Misconduct (SACSM) created a video series, “How to Help a Friend.” The first video in the series provides tips and resources on how to respond to a friend/peer who discloses an experience with sexual misconduct. The second video, to be completed in summer 2019, outlines confidential on and off campus resources.

Strategy

Expand collaboration to promote trauma-informed approaches (10, A) by:

  • Exploring opportunities to incorporate trauma screening into clinical health practice, health promotion consultations, and the Health Risk Assessment through Student Health & Wellness
  • Promoting the new proposed credit-bearing UI Trauma & Resiliency Certificate to students serving as peer leaders or advocates
  • Creating non-credit-bearing professional development opportunities on trauma-informed response for staff and faculty members
  • Promoting co-curricular partnerships between UI Trauma & Resiliency Certificate instructors and Anti-Violence Coalition member organizations to create high impact service-learning opportunities that prepare students to be experts in their disciplines and leaders in their fields
  • Ensuring facilitators of the Collegiate Recovery Program are trained in trauma-informed care
Updates
  • Spring 2019: Educated Anti-Violence Coalition members about the new UI Trauma & Resiliency Certificate and asked them to promote the certificate within their departments and organizations.
  • Spring 2019: Developed revised promotional materials for the UI Trauma & Resiliency Certificate, which will be disseminated at events, through the Office of the Sexual Misconduct Response Coordinator and via UI websites.

Strategy

Build capacity for RVAP to develop, implement, and evaluate a student peer advocacy program that fosters trauma recovery and healing (B)

Updates
  • Fall 2018: Worked with UI School of Social Work students, who collected survey data from 127 undergraduate students regarding their feelings of preparedness to respond to a peer disclosure.
  • Fall 2018: Surveyed colleges and universities throughout the country to learn which schools have similar programs and ways that these programs are structured and sustained.
  • Fall 2018: Worked with University Counseling Service to ensure that the peer advocate program complements the Hawkeye Allies program in residence halls.
  • Spring 2019: Conducted student focus groups to incorporate student feedback on program structure.
  • Spring 2019: Launching peer advocacy pilot program in fall 2019. 

Strategy

Ensure campus intervention efforts meet the needs of racial and ethnic minority students, students with disabilities, international students, and LGBTQ communities on campus (5, 6, 7, A, J) by:

  • Implementing mechanisms to collect student feedback on current campus intervention efforts
  • Developing non-traditional support groups to reach racial/ethnic minority communities and LGBTQ communities on campus
  • Collecting data from direct service providers and reporting offices on the race/ethnicity and sexual orientation of reporting parties to ensure we are reaching all populations
  • Researching and evaluating community policing strategies and incorporating them to create a blueprint to assist UI Police liaison officers in increasing communication and outreach between law enforcement and UI community members, especially UI Police liaisons to groups that were identified as higher risk in the campus climate survey
  • Expanding training for decision makers and judicial administrators on working with all student populations
  • Exploring partnering with cultural centers' staff to develop and provide training on responding to disclosures
  • Strengthening the visibility of culturally specific services (Monsoon Asians and Pacific Islanders in Solidarity, Nisaa African Family Services, and Transformative Healing) on campus
Updates
  • No updates at this time.

Strategy

Work with the assessment coordinator in the Office of the Vice President for Student Life to develop learning outcomes for training for campus decision-makers and judicial administrators (A)

Updates
  • No updates at this time.

Strategy

Ensure campus intervention efforts meet the needs of male-identified students, faculty, and staff who have experienced sexual misconduct (1, 3) by:

  • Developing and implementing training curricula for students, faculty, and staff to effectively respond to disclosures from and support male-identified survivors of sexual misconduct
  • Providing trauma-informed support groups for male-identified survivors of sexual misconduct
Updates
  • No updates at this time.

Strategy

Explore additional methodologies for evaluating campus intervention efforts (H) by:

  • Developing a conceptual framework and research design to study the experiences of complainants and respondents involved in the sexual misconduct reporting and adjudication process
Updates
  • No updates at this time.

Strategy

Increase training for senior human resource representatives and associate deans on how to have effective conversations that motivate behavioral change when facilitating an informal sexual harassment resolution (carried over from 2016 plan)

Updates
  • No updates at this time.

Strategy

Engage with community partners to ensure coordinated responses by establishing a memorandum of understanding with local law enforcement agencies to complement the county guidelines for investigating sex crimes (carried over from 2016 plan)

Updates
  • No updates at this time.

Policy

Goal: Review and revise policies on a consistent basis to ensure they are clear, fair, and effective at holding offenders accountable and keeping the campus community safe.

Strategy

Identify and utilize a variety of mechanisms to collect campus feedback to inform policy review and revision, including working with the Student Advisory Committee on Sexual Misconduct and others (J)

Updates
  • No updates at this time.

Strategy

Develop and implement an informal resolution option for addressing reports of non-criminal sexual misconduct involving students that is evidence- and trauma-informed, used at the request of the reporting party, and adherent to appropriate standards for due process (M)

  • Explore student resolution options through a transformative justice framework
Updates
  • Spring 2019: Two staff members from the Office of the Sexual Misconduct Response Coordinator and one staff member from the Office of Student Accountability attended a training on restorative justice.
  • Spring 2019: One staff member from the Office of the Sexual Misconduct Response Coordinator will receive training to become a certified mediator.
  • Spring 2019: Two campus team members attended the 2019 NASPA Strategies Conference session on restorative justice.
  • Spring 2019: Title IX Coordinator attended the 2018 ATIXA Annual Conference sessions on applying alternative dispute resolution and restorative justice methods to sex-based discrimination cases.
  • Spring 2019: Office of the Dean of Students established a committee to review student misconduct procedure.
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Strategy

Review the process for informal resolutions under all UI community policies (L, M) to:

  • Promote a shared understanding as to the scope, purpose, and terminology
  • Ensure compliance with regulatory considerations (i.e., privacy, due process, etc.)
  • Align with best practice and evidence-based interventions
  • Ensure diligence about the timeline and updating both parties on progress of resolution
Updates
  • No updates at this time.

Strategy

Evaluate UI community policies and Student Judicial Procedure to identify opportunities (B, E, F, J) for:

  • Clarifying, simplifying, and aligning language across policies for consistency
  • Aligning appeal processes and procedures
  • Reviewing the procedures for interim measures; educational/training requirements; post-investigation procedures, including sanctioning; the intersection of complementary policies (HR, work rules, departmental policies); and the utilization of joint investigations between the Office of Equal Opportunity and Diversity and Human Resources
Updates
  • No updates at this time.

Strategy

Host K-12 education and community leaders from Iowa in discussions of sexual misconduct policies critical to prevention, intervention, and legislation

Updates
  • No updates at this time.

Strategy

Develop success measures for assessing the effectiveness of policies and procedures (A)

Updates
  • Spring 2019: Charged a work group which met throughout the spring semester to develop success measures. The final work group report is due summer 2019.

Sources

A – American College Health Association. (2018). Addressing sexual and relationship violence: A trauma-informed approach. Retrieved from https://www.acha.org/ACHA/Resources/Addressing_Sexual_and_Relationship_Violence_A_Trauma_Informed_Approach.aspx

B – Centers for Disease Control. (2016). STOP SV: A technical package to prevent sexual violence. Atlanta, GA. Retrieved from https://www.cdc.gov/violenceprevention/pdf/sv-prevention-technical-package.pdf

C – Coulter, R. W., & Rankin, S. R. (2017). College sexual assault and campus climate for sexual-and gender-minority undergraduate students. Journal of interpersonal violence, 0886260517696870.

D – Edwards, K. M., & Sylaska, K. M. (2013). The perpetration of intimate partner violence among LGBTQ college youth: The role of minority stress. Journal of youth and adolescence, 42(11), 1721-1731.

E – Equal Employment Opportunity Commission. (2017). Key findings of the select task force on the study of harassment in the workplace. Retrieved from https://www.nsvrc.org/key-findings-select-task-force-study-harassment-workplace

F – Holland, K. J., Cortina, L. M., & Freyd, J. J. (2018). Compelled disclosure of college sexual assault. American psychologist, The.

G – Lindo, J. M., Siminski, P., & Swensen, I. D. (2018). College party culture and sexual assault. American Economic Journal: Applied Economics, 10(1), 236-65.

H – McMahon, S., Wood, L., Cusano, J., & Macri, L. M. (2018). Campus sexual assault: future directions for research. Sexual Abuse, 1079063217750864.

I – Murchison, G. R., Boyd, M. A., & Pachankis, J. E. (2017). Minority stress and the risk of unwanted sexual experiences in LGBQ undergraduates. Sex roles, 77(3-4), 221-238.

J – National Associate of Student Personnel Administrators. (2017). Institutional responses to sexual violence: What data from a Culture of Respect program tell us about the state of the field. Retrieved from https://www.naspa.org/images/uploads/main/CultureofRespectLandscapeReportFINAL.pdf

K – University of Iowa Anti-Violence Coalition Callisto Review Subcommittee. (2017). Committee report and recommendation. Retrieved from https://osmrc.uiowa.edu/sites/osmrc.uiowa.edu/files/wysiwyg_uploads/Callisto%20Report-%20DRAFT.pdf

L – U.S. Department of Education Office for Civil Rights. (2001). Revised sexual harassment guidance: Harassment of students by school employees, other students, or third parties: Title IX. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/shguide.html

M – U.S. Department of Education Office for Civil Rights. (2017). Q&A on campus sexual misconduct. Retrieved from https://www2.ed.gov/about/offices/list/ocr/docs/qa-title-ix-201709.pdf?utm_name=