1. By Megan Swick Kevin Derajtys Jonathan Lee

2.  Definition of consent  Sexual misconduct myths  Freshman orientation presentation  Restorative justice on the college campus  Working with leaders on campus—such as student athletes and officers/members of Greek life—to serve as positive role models for the rest of the campus community

3.  Consent: to permit, approve, or agree; comply or yield  When someone consents, it means that they are voluntarily entering into an activity  A person under the influence of alcohol or drugs, or not in a clear state of mind cannot give consent  They are allowed to change their minds!  We need to reinforce the idea that at any time consent can be withdrawn.

4.  “It’s the victim’s fault.”  “Most allegations are false.”  “She just wanted to get back at him.”  “They were drunk.”  “They knew each other, so it wasn’t rape.”  “Sexual assault only happens in heterosexual relationships.”

5. Incoming freshmen will be required to attend a presentation by the Women’s Center. Objectives:  Encourage students to have a mutual respect for one another  Take stigma out of talking about sexual violence  Students should learn what to do if they are sexually assaulted This presentation will cover:  Domestic violence  Dating violence  Sexual assault  Stalking  Societal myths, bystander intervention, alcohol

6.  Theater company will act out scenarios that demonstrate consensual and nonconsensual acts. ◦ Audience members will identify the type of act being presented.  Victims of sexual violence will speak.  Campus police will speak about consequences for offenders  After a large group presentation, students will form small groups to have a circle discussion facilitated by leaders of the Women’s Center. ◦ Discussion topics :  Identifying stalking, assault, sexual violence  How to be an advocator for those affected  Consent and alcohol

7. Question and Answer for large group  At this time, Women’s Center leaders will take questions from the audience. Information and resource pamphlets will be distributed.  Information for students who want to be further involved with preventing sexual violence on campus. ◦ Includes phone numbers and Social Media links  Resources for victims Lunch will be served to all attendees

8. Resources provided to students will include Social Media links for victims and advocates to connect. ‣Facebook: o Sexual violence statistics regularly posted to encourage discussion between Women’s Center leaders and students o Facebook event pages to promote upcoming events on campus ‣Twitter o Encourage students to become advocates by retweeting Women’s Center posts Accounts will be regulated by the group’s leaders to ensure appropriate content

9.  Educate the campus community on the principles of restorative justice (RJ)  Build student capacity for evaluating the impact of their behavior on the community (Karp & Conrad, 2005)  Use RJ to ease the adversarial relationship between students, administrators and campus safety officers so students feel more comfortable bringing their concerns to administrators or campus police

10.  Focus on the harms that have been done  Understand the direct and indirect harms (individual and community)  Involve both victim and offender in the justice process  Empower victims and respond to their needs as they see them  Support offenders while encouraging them to understand, accept and carry out their obligations to the victim(s) and the community  Encourage mutual respect for all involved parties  (Zehr & Mika, 1998)

11.  As part of new student and transfer orientation, have presentations about RJ and small group discussions led by trained student representatives and/or student affairs personnel  Small group discussions: ◦ Campus safety ◦ Mutual respect for all campus community members ◦ Definition of consent ◦ Reporting options ◦ Address the sexual misconduct myths from the earlier slide

12.  We need to encourage serious dialog among the membership  Let the organizations know that safety is everyone’s responsibility  With the fraternity/sorority officers acting as examples, emphasize that keeping people safe is ultimately in the community’s best interest

13.  Arrange with fraternity and sorority leaders to address the membership  Address each fraternity/sorority individually  Organize focus groups of 5 or 6 individuals. Pose some questions to each group:

14.  What does sexual assault mean to you?  Who is responsible for the safety of individuals in your house?  How important is it to the organization to have a reputation as a safe place to socialize?  What is the fraternity or sorority willing to do to make that happen?  What can the organization do to serve as a positive role model on campus?

15.  Student athletes can be leaders and examples for the rest of the campus  Using a similar approach to that used with the fraternities and sororities, address the teams one at a time and break into small focus groups  Use the groups to examine attitudes toward sexual assault

16.  Ask questions about sexual assault. Have any members been the victim of sexual assault?  Ask for ideas about how the team can voice their opposition to sexual assault.  Reinforce the idea that athletes can act as role models for the rest of the campus community.

17.  Emphasize the athletes’ position as authority figures in the school!  If the athletes speak out against violence, other students will listen  Emphasize that this issue needs to be treated seriously. If the athletes lead, others will follow.

18.  Karp, D., & Conrad, S. (2005). Restorative justice and college student misconduct. Public Organization Review, 5(4), 315-333.  Zehr, H., & Mika, H. (1998). Fundamental concepts of restorative justice. Contemporary Justice Review, 47(1), 54-55.  Campus Sexual Assault: Suggested Policies and Procedures (2013). Academe, 99(4), 92-100.  University of Michigan. (n.d.). SAPAC Sexual Assault Prevention & Awareness Center. Programs & Initiatives to Address Sexual Assault., Intimate Partner Violence, Stalking, and Sexual Harassment Prevention. Retrieved from http://sapac.umich.edu/article/154