Clery Center

August 01, 2018

"Check your work:" Tips for reviewing and refreshing your ASR

August is often a time for reflection and preparation in higher education. With summer plans drawing to a close and a new academic year beginning, it makes sense to use August to wrap up projects or engage in staff professional development and training in preparation for the arrival of a new class of students. No matter the schedule at your institution (semesters, quarters, or trimesters) August marks a time of one season ending as another begins.

A common task during this month is checking in on your progress developing the current year’s annual security report or ASR. As the report is due October 1st, August is a great a time to start or continue making revisions, edits, and changes to this dynamic document.

Remember algebra class in high school, when you had to show step by step how you got your answer? The action of revisiting and publishing an annual security report each year provides a built-in mechanism for college campuses to essentially do the same thing and “check your work.” Do your policies reflect your actual procedures on campus? Do your policies align with Clery Act requirements?

Further, the ASR outlines an institution’s philosophy and approach to addressing various campus safety issues. Each year then, it is helpful to go through the exercise of reading over the ASR from the previous year and seeing what, if anything, needs to be updated, changed, or revised.

The relationship between the ASR and Clery Act compliance is often lost or misunderstood: the ASR is the glue that holds the work together. The ASR is not separate and distinct from the everyday actions that take place on a college campus; in fact, it should be a mirror fully reflecting all of those elements accurately.

August, therefore, becomes an ideal time to pause and check in with that document and see whether it accurately captures the work that is taking place today on campus safety and whether or not those actions are grounded in policy and are aligned with Clery Act requirements.

Through our analysis of annual security reports for member organizations, Clery Center documents trends we see in the challenges campuses face when constructing their policy statements. Here are a few tips we suggest when refreshing your institution’s ASR this year:

  • Ensure that primary prevention programs and awareness campaigns related to dating violence, domestic violence, sexual assault, and stalking are offered to all incoming and current students and employees and that such work is grounded in institutional policy.
  • Make sure policy statements for timely warnings and emergency notifications are separate and distinct, even if they share the same messaging system for disseminating alerts. The circumstances for issuing each type of alert are different so represent that clearly within your ASR.
  • If cross-referencing to materials used to comply with the Drug Free Schools and Communities Act, which is permissible, when describing the drug and alcohol abuse prevention program (DAAPP) at your institution, double check that what is being cross-referenced is an accurate, up to date document that includes a description of:
    • Institutional policy on drug and alcohol use (for students and employees)
    • Institutional sanctions for violations of such policies
    • Local, state, federal laws on drug and alcohol possession, use, sale
    • Legal sanctions or implications for violations of such laws
    • Information about on and off campus services addressing drug and alcohol abuse and prevention programs for students and employees

We know from experience that working on the ASR piecemeal is more advantageous than rushing to complete it near the deadline, so we hope these tips provide a helpful guide for where to start. Enjoy some of those last summer evenings – September will be here before you know it!
 

September 20, 2018

NCSAM 2018: What’s Your Message?

The change of seasons from summer to fall offers an opportunity for reflection and preparation as you enter a new time of year. Whether you’re beginning an academic year or in the middle of a final quarter, students and staff are present, listening, and in need of support. At some point, someone will need to know how to get a new ID card, will want to report that they think something was stolen, or they might even question why they’re getting emails warning them about the potential for a serious crime to occur again. In a world where we are bombarded with messages all day every day, we invite you to re-examine your own messages about campus safety and prevention work during September’s National Campus Safety Awareness Month.

It’s easy to get caught up in the “go, go, go” execution mode of running campus safety programs which leaves little time to think about the messaging behind those tasks. Many campus community members want to understand more about the background behind campus safety laws, requirements, programs or policies but don’t know where to turn to get that extra information.  Often times they might even feel brushed aside or ignored when seeking out those answers.

This National Campus Safety Awareness Month, Clery Center has provided multiple professional development opportunities addressing the background of certain campus safety areas and strategies for talking about those areas with campus community members. From reviewing the required components of a drug and alcohol abuse prevention program to the circumstances for issuing a timely warning, we are tackling areas that often lead to questions from your institutions because folks do not understand what is required or how it is accomplished.  Messages explaining the purpose for campus safety actions and decisions communicate what an institution values. Visit this page to download any of our resources and view recordings of our webinars. Our two remaining webinars focus on analyzing timely warnings and understanding the difference between hate crimes under the Clery Act and bias-related incidents.

Let us help you refine how you talk about campus safety programs, how you involve other community members in understanding those messages, and how clear communication can help create safer campuses.

#NCSAM18
 

October 26, 2018

"We Don't Haze" Documentary an Important Tool for Campus Safety Professionals

Over the past decade, college campus hazing incidents have gained national attention and, understandably, national concern. As the federal government has yet to define hazing as a crime, legal response to hazing incidents varies state by state. Read on for more information about steps you can take to engage your campus community in hazing prevention.

Hazing and the Clery Act

Currently, the Clery Act does not include hazing as a crime; however, Clery Center supports efforts to standardize the definition of hazing at the federal level. One suggestion amongst others is the REACH Act (Report and Educate About Campus Hazing Act), proposed legislation that would define hazing and require campuses to maintain statistics on and develop prevention programs for hazing. Nonetheless, Clery Center recognizes the devastating impact of hazing incidents on students, families and campuses, and we’ve worked with StopHazing and Dr. Elizabeth Allan to develop educational resources and tools you may find useful.

Recognizing the need for more education on this issue, in 2016 Clery Center partnered with StopHazing and developed We Don’t Haze, a free 17-minute documentary that promotes hazing prevention on college campuses. The documentary shares the perspectives of students, family members, and professionals whose lives have been impacted by hazing, and touches on key themes in hazing prevention such as examples of hazing, how to recognize hazing behaviors, and alternatives to hazing.

In partnership with StopHazing, we also developed the Hazing Prevention Toolkit for Campus Professionals®, prevention briefs for both higher education professionals and general audiences, an activity guide for students, faculty, and staff, a bystander intervention guide, and discussion guides for both students and faculty and staff. All of these resources, as well as a link to the documentary, are available on the Hazing Initiative page on our website.

We Don’t Haze: The Impact

In collaboration with Clery Center, StopHazing has conducted an evaluation of We Don’t Haze. Findings gleaned from more than 200 college students in campus organizations who watched the film point to its promise as a tool for education and prevention. For example, students who view We Don’t Haze are more likely than their peers to agree that:

  • Hazing is an ineffective way to build group unity.
  • They know how to create group unity without hazing.
  • They know how to identify and safely intervene to stop hazing.
  • They feel comfortable talking about why hazing is a problem.

Student feedback has consistently indicated that We Don’t Haze is a powerful film featuring stories, individuals and imagery that resonate with a college-age audience. As one student stated, “The real-life experiences that were shown in the film … brought so much perspective and light to what a horrendous thing hazing really is.”

How Can Campus Safety Professionals Use the Documentary?

Campus safety professionals can utilize the We Don’t Haze discussion guide when initiating conversations with students on topics such as the definition of hazing, the difference between hazing and bullying, why individuals can’t give true consent to be hazed, and characteristics of hazing and non-hazing activities.

Safety officials are supported by the Clery Act, which requires colleges and universities to report campus crime data, support victims of violence and outline policies and procedures they’ve put in place to improve campus safety.

In keeping with the Clery Act, colleges and universities that receive federal funding must distribute a public annual security report that includes school policy on crime reporting, campus facility security, incidence of alcohol and drug use, and the prevention of sexual assault and stalking. Many of the actions the Clery Act requires — providing mechanisms to report crimes, describing available crime prevention and security awareness programs, and collecting and classifying crime data in other areas — indirectly support hazing prevention efforts. If some elements of sexual assault or stalking were present in a hazing incident, for example, the Clery Act requirements would address those concerns.

While the Clery Act does not require institutions to report on or establish prevention programming and response procedures for hazing incidents currently, these are areas proposed under the REACH Act. The REACH Act provides a requirement for education and transparency regarding policy and incidents on campus specific to hazing. The establishment of a universal definition will help us to truly understand the prevalence of hazing on college and university campuses.

If you’re a campus security official, student or community member who would like to get more information on We Don’t Haze, the facilitation guide and other companion resources related to the film, please visit our website or stophazing.org. If you’re interested in learning more about how We Don’t Haze can be implemented on your campus, please contact [email protected].
 

October 10, 2018

Breaking Down the ASR: Making it Relevant for your Campus Community

As a campus safety official who might often hear, “no one reads the ASR,” you may find it challenging to determine how to make it seem like a useful document for the entire campus community. While the annual security report might not be read cover to cover each October 1, it is certainly reviewed when there is an emergency or crisis at your institution. Below are some tips and strategies to consider as you communicate how the ASR can be a critical tool for faculty, staff, students and their families all year round.

Explain the Importance of Annual Security Reports.

Students may not know about the Clery Act – so that’s a good place to start. The Clery Act is a law passed in 1990 that requires all colleges and universities that participate in federal financial aid programs to submit annual reports on campus crime statistics and security measures. Annual security reports (ASRs) include statistics on sexual assaults, hate crimes, alcohol violations, vehicle thefts, dating violence, and other crimes.

More importantly, the ASR explains how campuses alert their entire campus community about potential dangers. They also include information on campus safety prevention and awareness education measures, building safety and emergency drills.

The Clery Act requires colleges and universities to publish their annual security reports and share its availability with current and prospective students and employees. Current students and employees can reference the reports to increase their awareness and gather information on personal safety measures they can take, and prospective students and their families can use it to inform their decision-making process.

Don’t forget to point out that, since the Clery Act passed and campuses started submitting ASRs:

Overall, annual security reports are beneficial because they promote transparency and accountability between the institution and its consumers — namely students and staff. This report provides a clear picture of what crimes are reported on campus and what policies and procedures are in place to respond to and prevent such occurrences. A more informed campus community feels empowered to participate in campus safety structures such as reporting or intervening as a bystander.

What are specific questions your campus community might ask about campus safety?

Students and staff appreciate clear information, particularly when it comes to understanding the environment in which they will live and learn. Thankfully, the ASR is a one-stop shop for answering many of their questions and concerns. Share this tool when describing your campus community and the safety services it provides. It answers many questions they may not even realize they’d like to ask, including:

  • How does the campus communicate with students during in an emergency?
  • What policies are in place to help students who are victims of crimes on campus?
  • Does the campus have its own police department or a public safety department? Does it have a working relationship with local law enforcement?
  • How does the campus address allegations of sexual assault?
  • What programs do the institution have in place to educate students about safety?
  • What are some commonly available campus safety resources?

You also can refer members of your campus community who want to dig further into campus safety research to the following resources:

  • The public safety department/police department website for your institution/any other violence prevention offices your campus has or highlights
  • The National Sexual Violence Resource Center’s Campus Resource List.

Keeping your Campus Community Informed

When educating students and employees about campus safety, emphasize the following areas:

  • Inform your students about university and national safety resources, such as the National Center for Campus Public Safety.
  • Talk to your students about available campus safety services, such as walking escorts or campus shuttles.
  • Make sure your students have campus security contact information and the number to call to report a crime.
  • Encourage your community to attend campus safety information events.
  • Ensure your students designate an emergency contact, and/or for residential students, a missing person’s contact.

Annual security reports are comprehensive documents intended to keep students and employees on college campuses informed about campus safety services. Educating your campus community about all that is available to them will help them understand what a helpful resource the ASR can be when they might need answers or information on campus safety.

 
 

November 01, 2018

Give Students a Vote on Their Campus Safety Wants and Needs

The entire campus benefits when students can share their thoughts on safety

With election season coming to a close you may be reflecting on the significance of having a voice in community issues, at both the local and national level. As you prepare to cast your ballot in the upcoming election, you also may think about the importance of the democratic process. The ability to share your opinion with community leaders and the chance to influence public policy truly matters. And when it comes to campus safety, it matters to students as well.

However, many don’t feel they can do much beyond choosing a campus that reports low crime rates and following campus safety procedures. So how can you, a campus safety administrator, change that? Give them a voice. Find out their specific concerns about campus safety and learn how they would like to see those issues addressed.

As you know, the annual security report required by the Clery Act not only gives an account of campus crime statistics but also discloses your institution’s policies in terms of communicating with and educating its community about campus safety. Essentially, the reports illustrate how your university upholds the spirit of the Clery Act. The best way to improve campus safety education and implementation is through communication with your students. What practices do the students support? What would they like to change?

How do you get the vote on your community’s safety needs?

So, what are best practices for getting students to “cast their ballots” on the subject of campus safety?

  • Student government meetings. Request the opportunity to speak at student government meetings then ask for feedback on current and proposed campus safety practices.
  • Social media. Use social media posts with surveys or make a request for comments about campus safety proposals.
  • Focus groups. Lead a focus group of students and/or faculty to discuss campus safety practices.
  • Distribute standard snail mail surveys to get feedback on current safety measures and ideas for improvement.
  • Public forums. Hold forums where students can voice their opinions about current and proposed safety practices.
  • Office hours. Invite students to drop by your office to share ideas, thoughts and concerns about campus safety.
  • Interdisciplinary campus safety teams. Form an interdisciplinary team from across campus departments that include students and meets regularly.
  • Hire student safety advocates. Identify student leaders who can serve as ‘safety ambassadors’ to inform and discuss campus safety awareness and crime prevention measures with their fellow students. This system creates a feedback loop between students and campus security authorities.

Like all of us, students like to be heard. Give them a voice. Let them cast their ballots. Show them you care about their opinions by giving them ample opportunity to speak up about their campus safety needs. Open communication between students and administrators will foster a sense of transparency and accountability within the campus community.
 
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