The CSU Channel Islands Implementation Team seeks to establish a comprehensive framework for Title IX/DHR prevention education programming by addressing key recommendations outlined on pages 29-32 of the CSU Channel Islands Cozen O’Connor report. Collaborating with students, staff, and faculty, this plan seeks to develop an evidence-based educational peer-to-peer programming approach focusing on affirmative consent, bystander intervention, healthy relationships, substance-related education, and the importance of Title IX/DHR proactive supportive measures. The strategy integrates ongoing assessment mechanisms to adapt to evolving campus dynamics and uphold compliance with the Violence Against Women Act (VAWA) provisions of the Clery Act. This plan emphasizes a dedication to sustained prevention and education programming, training, and professional development, and seeks to cultivate a campus culture characterized by legal adherence and a culture of respect.
Tasks
1. Allot sufficient budget lines to ensure consistent, baseline funding for personnel, legally-required programming, and technology/learning management systems.
Completed
2. Proactively coordinate with system-level subject matter experts to assist with education, training, materials and communications related to complex and difficult issues facing all CSU institutions.
Completed
3. Designate one individual with specific oversight of all university prevention and education planning and programming, preferably a full-time role without other job responsibilities.
Completed
4. This coordinator should be tasked with oversight of and responsibility for all legally-required programming under Title IX, the Clery Act, and California law.
Completed
5. Convene a University-wide Prevention and Education Oversight Committee to coordinate and align programming across the University.
In-Progress
6. The Committee should include all departments who provide training, prevention and education, including, at a minimum, representatives from the Title IX/DHR program, the confidential advocate, student affairs, student health, counseling, UPD, fraternity and sorority life, residential life, human resources and employee labor relations, academic/faculty affairs, DEI professionals, identity-based affinity centers, university subject-matter experts, and staff, faculty, and student representatives.
In-Progress
7. The Committee should include subcommittees, as determined by the Committee. Committees may focus on the needs of various constituencies (undergraduate students, graduate students, staff, administrators, and faculty) or the types of programming (compliance, professional development, prevention and education, bystander intervention, etc.).
In-Progress
8. The Committee should be charged with reviewing prevention program content, evaluating proposed programming or speakers, ensuring that prevention-related communications are reaching all constituents, and developing and implementing a mechanism for assessing effectiveness including by monitoring participation levels and measuring learning outcomes.
In-Progress
9. With assistance from the Chancellor’s Office, develop a strategic plan for university programming that identifies all training requirements under federal and state law and CSU policy, all constituencies and constituent groups in need of training, and all potential university partners that can collaborate to deliver content.
In-Progress
10. Constituent groups subject to required training should include students (undergraduate and graduate); targeted student populations (athletes, fraternity and sorority life, residential students, residence life student staff, international students, student leaders); senior leadership; faculty (deans, department chairs, leads, lecturers); staff (managers, supervisors); and campus partners who assist in the implementation of Title IX/DHR.
Completed
11. Identify all university partners who provide programming, including affinity and identity-based centers and student affairs personnel.
Completed
12. Identify opportunities for virtual and in-person engagement.
Completed
13. Develop core principles and standards for content development.
Completed
14. Build a university calendar that includes online modules, social norm campaigns, orientation for students and employees, recurring opportunities for programming, and awareness events.
In-Progress
15. Facilitate a consistent communication plan each semester that includes dissemination of the policy, Notice of Non-Discrimination, reporting options and resources.
Completed
16. Ensure that programming is coordinated, communicated, and tracked.
Completed
17. Develop a university website dedicated to prevention and campus programming that is kept current, facilitates distribution of prevention and education materials, and incorporates the opportunity for feedback and recommendations.
In-Progress
18. Identify social media platforms and other vehicles for distributing programming information on a regular basis.
Completed
19. In conjunction with the Chancellor’s Office, expand professional development and training for faculty and staff, including senior leadership, deans, department chairs, managers and leads on Title IX and DHR; respectful and inclusive environments; conflict resolution; bystander intervention strategies; effective leadership and supervision; and, reporting responsibilities under Title IX, the Clery Act, and CANRA.
Completed
20. Ensure the training includes information about prohibited consensual relationships given the significant overlap of prohibited consensual relationships with Title IX, DHR and other conduct of concern.
Completed
21. Create routine training, education, and professional development opportunities to cultivate competencies in navigating difficult conversations, bridging differences, and modeling respect and civility.
Completed
22. Evaluate the potential opportunities for curricular or course-based programming and credential-based options.
In-Progress
23. Incorporate information about the Nondiscrimination Policy, reporting options/obligations, and confidential resources in syllabi statements.
Completed
24. Commit to providing programming regarding bystander engagement.
In-Progress
25. Participate in national conferences, listservs, networking events and other opportunities to coordinate with other professionals dedicated to prevention.
Completed
26. Engage students in the development and delivery of programming through peer educator/peer advocate programs.
In-Progress
27. Identify student leaders who can serve as ambassadors/promoters of this work.
Ongoing
28. Develop consistent on-campus opportunities to be visible and present in the community.
Completed