[THE FOLLOWING TEXT IS THE BYPRODUCT OF THE CLOSED CAPTIONING OF THIS BROADCAST. THE TEXT HAS NOT BEEN PROOFREAD AND SHOULD NOT BE CONSIDERED A FINAL TRANSCRIPT.] >> HELLO, EVERYONE. THANK YOU FOR JOINING. WE SHOULD BE READY TO START THE WEBINAR IN JUST A FEW MINUTES. HELLO, EVERYONE. THANK YOU FOR JOINING. SORRY, JUST ONE SECOND. HELLO, EVERYONE. THANK YOU FOR JOINING US TODAY FOR OUR WEBINAR ON CREATING AND IMPLEMENTING SEXUAL VIOLENCE AND SEXUAL HARASSMENT PREVENTION PROGRAMS WITH GRADUATE STUDENTS, PRINCIPLES AND PRACTICES. TO LISTEN THROUGH THE PHONE, PLEASE TITLE UNITED STATES 18888504523, PARTICIPANT CODE IS 632001. IF YOU'RE AT A COMPUTER, PLEASE LISTEN TO THE WEBINAR THROUGH YOUR COMPUTER, WE HAVE A LIMITED NUMBER WAS PHONE LINES AVAILABLE AND WOULD LIKE TO SAVE THE SPOT FOR THOSE WHO CAN ONLY JOIN THROUGH THE PHONE. ALL PARTICIPANTS WILL BE MUTED THROUGHOUT THE WEBINAR. PLEASE USE THE CHAT BOX TO THE RIGHT FOR COMMENTS AND QUESTIONS AND WE WILL HAVE TIME FOR Q&A. CALL ADOBE CONNECT TECHNICAL SUPPORT 8004223623. THE WEBINAR SLIDES AND RECORDING WILL BE EMAILS TO ALL PARTICIPANTS AFTER THE WEBINAR. THE WEBINAR IS ALSO PART OF THE TECHNICAL ASSISTANCE FUTURES PROVIDES FOR THE UNITED STATES DEPARTMENT OF HEALTH AND HUMAN SERVICES OFFICE ON WOMEN'S HEALTH, COLLEGE SEXUAL ASSAULT POLICY AND PREVENTION INSTITUTE. AND, WITH THAT, I WILL PASS IT OVER TO VIRGINIA DUPLESSIS, PROGRAM DIRECTOR AT "FUTURES WITHOUT VIOLENCE" TO INTRODUCE THE WEBINAR. >> GREAT, THANK YOU SO MUCH, AND WELCOME TO EVERYONE THIS MORNING, OR THIS AFTERNOON, DEPENDING ON WHERE YOU ARE IN THE WORLD. MY NAME IS VIRGINIA, I'M GOING TO BE ONE OF THE SPEAKERS ON TODAY'S WEBINAR. THE BULK OF MY WORK IS TO BRIDGE THE SEXUAL DOMESTIC VIOLENCE PROGRAMS AND WORKING WITH CAMPUSES ON THEIR PREVENTION AND RESPONSE, SO IT IS REALLY EXCITING TO BE PART OF THIS WEBINAR. I KNOW THERE IS A LOT OF APPETITE TO REALLY FIGURE OUT HOW WE CAN MEET THE NEEDS OF LOTS OF DIFFERENT COMMUNITIES ON CAMPUS AND GRADUATE STUDENTS ARE CERTAINLY ONE OF THE COMMUNITIES THAT FOLKS ARE JUST HUNGRY FOR INFORMATION. SO, TODAY WE HAVE WITH US ELIZABETH WILMERDING AND KHIRIN CARTER FROM THE UC BERKELEY PATH TO CARE CENTER AND THEY WILL TALK ABOUT THEIR EXPERIENCES THERE. SO I WILL GO AHEAD AND LET THEM INTRODUCE THEMSELVES. >> HI. SO MY NAME IS KHIRIN CARTER, AND I'M THE PROGRAM MANAGER, THE GRAD AND PROFESSIONAL STUDENT PROGRAM FOR THE PATH TO CARE CENTER. THE MAJORITY OF MY WORK IS PRIMARY PREVENTION INITIATIVES AND ACTIVITIES FOR OUR GRADUATE STUDENT POPULATION. I ALSO OVERSEE THE PROGRAM THAT IS A FACILITATOR TRAINING PROGRAM. I WANT TO RECOGNIZE THE GRADUATE AND PROFESSIONAL STUDENTS THAT HAVE JOINED TODAY'S WEBINAR AND ANY ADVOCATES, STAFF AND ADMINISTRATORS SUPPORTING THE STUDENTS, WE'RE GRATEFUL FOR THE WORK YOU'VE DONE AND CONTINUE TO DO. AND, DURING OUR TIME TODAY, I'M GOING TO TALK A LITTLE BIT ABOUT WHAT IT MEANS TO IMPLEMENT PREVENTION PROGRAMMING FOR GRAD STUDENTS. THE SUCCESSES AND CHALLENGES OUR OFFICE HAS HAD IN CONNECTING WITH GRAD STUDENTS, AS WELL AS OUR EVALUATION AND ASSESSMENT ACTIVITIES FOR THE PROGRAM WE'VE HAD THE OPPORTUNITY TO IMPLEMENT. REALLY QUICKLY, I WANT TO TALK ABOUT THIS, THE OFFICE THAT ELIZABETH AND I WORK IN THE PATH TO CARE CENTER. SO, THE PATH TO CARE CENTER IS UC BERKELEY'S, WE LEAD OUR ADVOCACY EFFORT, PATH AN ACRONYM, WE REFER SERVICES TO ANYONE HARMED OR AFFILIATED WITH OUR CAMPUS. I'M GOING TO TURN OVER TO ELIZABETH WILMERDING. >> THANK YOU. THANK YOU FOR BEING HERE. I WANT TO INTRODUCE MYSELF AND SAY MORE ABOUT THE WORK I DO, MY NAME IS ELIZABETH, I USE THE PRONOUNCE SHE AND HER. I WORK AT THE PATH TO CARE CENTER. ANOTHER PIECE TO ADD ON TO THE STRUCTURE AT OUR OFFICE, WE HAVE 12 FULLTIME STAFF AND FOUR OF THOSE ARE ON THE PREVENTION SIDE SO WE HAVE AN ASSISTANT DIRECTOR FOR PREVENTION AND THEN WE HAVE PRACTICE MANAGERS FOR UNDER GRAD, ME, GRAD, KHIRIN AND OTHER FACULTY AND STAFF PROGRAMS. WE ACKNOWLEDGE THAT IS A WELL RESOURCE CENTER AND WE KNOW NOT EVERYONE IN THE SEMINAR IS WORKING ON THE CAMPUS THAT HAS DEDICATED THE RESOURCES TO PREVENTION SO WE JUST WANT TO, AGAIN, GIVE AN EXTRA SHOUT OUT FOR DOING THE WORK THEIR' DOING. IT CAN FEEL LONELY AND ISOLATED TIMES AND ESPECIALLY IF YOU'RE DOING TO THE WORK MAYBE ON YOUR OTHER OR IN AN UNDER STAFFED OR UNDER RESOURCED SPACE SHUTTLE. SO WE COMMEND YOU. I WAS A CAMPUS FELLOW IN GRAD SCHOOL AND I'M HAPPY TO TALK ABOUT WHAT THAT EXPERIENCE LOOKED LIKE AND IT REALLY ALLOWED ME TO THINK VERY INTENTIONALLY ABOUT THE EVIDENCEBASED PRACTICES AND APPLY THEM IN THE CAP PUS ENVIRONMENT IN LOTS OF DIFFERENT WAYS. REALLY I'M HERE TODAY TO DO A LITTLE BIT OF FRAMING AROUND PRIMARY PREVENTION PRACTICES AND HOW WE CAN APPLY THEM TO CAMPUS. >> PERFECT, THANK YOU. I LOVE THAT FOLKS ARE INTRODUCING THEMSELVES IN THE CHAT BOX. I KNOW WE GET A WIDE RANGE OF DIFFERENT ROLES ON CAMPUS AND THE COMMUNITY IT INTERESTED IN THIS TOPIC, AND WE'RE GOING TO DO A LITTLE BIT MORE OF A FORMALIZED ROLL CALL HERE. WE HAVE A POLL WITH MANY RESPONSES. YOU MIGHT BE A CONFIDENTIAL ADVOCATE, SOMEONE WHO WORKS IN THE OFFICE, A CURRENT GRADUATE STUDENT, PREVENTION EDUCATOR, A GRAD STUDENT, A STAR, ACADEMIC ADVISOR, HEALTH CENTER STAFF OR OTHER. IF DO YOU HAVE ANOTHER ROLE ON CAMPUS, WE INVITE YOU TO ENTER IT INTO THE COMMENT BOX. SO WE'RE GOING TO GIVE A COUPLE MINUTES OR A COUPLE SECONDS FOR FOLKS TO NAIL IN. THIS IS LIKE WATCHING A HORSE RACE, VERY EXCITING. WE'VE GOT A GOOD ALMOST A QUARTER OF FOLKS RESPONDING THAT THEY'RE PREVENTION EDUCATORS. AND SOME OTHERS. IT LOOKS LIKE SOME STAFF FROM LOCAL PROGRAMS, FROM STATE COALITIONS. BUT THE PREVENTION EDUCATORS ARE DEFINITELY PULLING AHEAD HERE. SOME STUDENTS. GREAT. SO WE HAVE A PRETTY HEALTHY MIX. WE ALWAYS LOVE TO SEE, YOU KNOW, DOING PREVENTION AND RESPONSE ON CAMPUS, EVERYONE HAS A UNIQUE AND IMPORTANT ROLE SO IT IS GREAT TO SEE LOTS OF DIFFERENT SECONDS AND COMMUNITIES BEING REPRESENTED HERE TODAY. SO THANKS. WELCOME AND WE LOOK FORWARD TO HEARING YOUR PERSPECTIVE, AND YOUR QUESTIONS, AS WELL. ALL RIGHT WHY DON'T WE CLOSE OUT THE POLL. THEN WE'VE GOT ANOTHER POLL. THINKING ABOUT HOW PREVENTION HE HAD SITUATION HAPPENING ON YOUR CAMPUS FOR GRADUATE STUDENTS. SO, THIS IS REALLY THE FORMAT OF ANY PREVENTION EDUCATION FOR GRAD STUDENTS. IS IT NOT HAPPENING AT ALL? IS IT ONLINE ONLY? IS IT INPERSON ONLY? IS IT BOTH INPERSON AND ONLINE? OR, IS IT SOMETHING ELSE? IF IT IS SOMETHING ELSE, TAKE THE TIME TO COMMENT, IF YOU WILL. GIVE US A COUPLE SECONDS. IT LOOKS LIKE ALMOST HALF THE RESPONDENTS HAVE BOTH INPERSON AND ONLINE. SOME ARE SHARING EXPERIENCES AS PARENTS OF PEOPLE IN COLLEGE AND WANT ROBUST, ACCURATE INFORMATION AROUND PREVENTION. SO ALMOST HALF THE FOLKS DO ONLINE AND INPERSON, THAT'S GREAT. WE WILL GO AHEAD AND CLOSE THIS POLL AND MOVE TO ANOTHER POLL. I KNOW WE'RE MAKING YOU DO A LOT OF WORK UP FRONT, AND THIS IS REALLY ABOUT HOW YOUR CAMPUS IS IMPLEMENTING PREVENTION EDUCATION. NOT AT ALL, DURING PREORIENTATION AND/OR ORIENTATION ONLY, OR ANNUALLY. AS WE SUSPECTED, THE MAJORITY OF CAMPUSES DO PREVENTION EDUCATION WHEN GRADUATES ARE JOINING THE COMMUNITY, SO DURING PREORIENTATION OR ORIENTATION AND WE WILL TALK ABOUT WHAT CAN HAPPEN DURING THAT TIME WHEN FOLKS ARE ENTERING AND ALSO REALLY INNOVATIVE STRATEGIES SO PREVENTION IS HAPPENING ON AN ONGOING BASIS. THANK YOU FOR THAT. ALL RIGHT, SO THIS IS ELIZABETH. NO, WE'RE  >> ALL RIGHT, SO NOW THAT YOU ARE ALL WARMED UP AND REALLY THINKING ABOUT THESE QUESTIONS, I WANTED TO COVER OUR OBJECTIVES FOR TODAY. CERTAINLY IN 90 MINUTES, WE'RE PROBABLY GOING TO BRING UP MORE QUESTIONS THAN WE HAVE ANSWERS FOR. WE'RE DIPPING OUR TOE INTO THE ISSUES AND THIS HOPEFULLY WILL INSPIRE FOLKS TO HAVE LONGER CONVERSATIONS ABOUT PREVENTION EDUCATION FOR GRADUATE STUDENTS ON CAMPUS. ALSO WANTED TO ACKNOWLEDGE THAT WE REALLY ARE GOING TO BE FOCUSING ON PREVENTION. WE RECEIVED A LOT OF OUR QUESTIONS BEFORE THE WEBINAR ON THOSE WHO RESPONDED. CERTAINLY, WE ARE OPEN TO TALKING WITH YOU ONLINE, WE ALSO HAVE RESOURCES THAT ARE ON OUR WEBSITE. SO IN TERMS OF WHAT WE'RE GOING TO COVER IN THE NEXT 90 MINUTES, AFTER TODAY, BEING ABLE TO APPLY AT LEAST TWO PREVENTION PRINCIPLES THAT SUPPORT CREATING HEALTHY CAMPUS CULTURES FOR GRADUATE STUDENTS. ELIZABETH HAVE A PRIMER ON SOME OF THOSE SO WE CAN HAVE COMMON FRAMEWORK. ARTICULATING THE UNIQUE GRADUATE STUDENT PREVENTION PROGRAMMING NEEDS, STRENGTHS AND BARRIERS MUCH THINKING ABOUT HOW GRADUATE STUDENT PREVENTION LOOKS DIFFERENT FROM UNDER GRAD OR WITH STAFF OR THE GENERAL COMMUNITY. HOPEFULLY BE ABLE TO IDENTIFY AT LEAST TWO GRADUATE STUDENT PREVENTION STRATEGIES CURRENTLY BEING IMPLEMENTED. ELIZABETH AND KHIRIN WILL TALK ABOUT A LOT OF EXAMPLES THAT YOU MIGHT BE ABLE TO ADAPT ON YOUR OWN CAMPUSES. AND, THEN, OF COURSE, CREATING THE NEXT STEPS THAT CONNECT WITH KEY STAKEHOLDERS, PARTNERS AND RESOURCES. NONE OF US DO THIS WORK ALONE, SO WE WANT A DEEP BENCH SO WE HAVE A LOT ON CAMPUS THAT ARE WORKING ON THIS. >> WE'RE GOING TO START TALKING ABOUT WHAT IS PREVENTION. THIS IS LINDSEY. FOR SOME OF YOU, THIS MIGHT BE NEW INFORMATION SO WE WANT TO GIVE YOU COMMON LANGUAGE TO US. WHEN WE TALK ABOUT PREVENTION, IT IS A TOOL TO PROMOTE PRO SOCIAL BEHAVIORS, THINGS THAT PREVENT SOMETHING FROM HAPPEN BEFORE IT STARTS. SOMETIMES PEOPLE USE THE WORD "PREVENTION", THEY'RE TALKING ABOUT PRODUCTION. FOR EXAMPLE, EDUCATION THAT IS AN EXAMPLE OF PREVENTION, SO HELPING PEOPLE HAVE THE TOOLS TO BE ABLE TO INTERACT WITH ONE ANOTHER IN HEALTHY WAYS IN WAYS THAT PREVENT VIOLENCE FROM OCCURRING. SOMETHING LIKE RAPE WHISTLES OR SELF DEFENSE CLASSES, CERTAINLY THOSE THINGS, THEY MAY FEEL SAFER, THAT IS GREAT WE FULLY SUPPORT THAT BUT IT IS NOT PREVENTION, IT IS REDUCING THAT RISK OF EXPERIENCING HARM BUT NOT GETTING AT THE ROOT CAUSE OF THE VIOLENCE. WHEN WE TALK ABOUT PREVENTION, WE'RE REALLY TALKING ABOUT HOW CAN WE CREATE COMPREHENSIVE APPROACH TO PEOPLE'S ATTITUDES, BELIEVES AND ALSO POLICY AND PRACTICES SO THAT WE CAN PREVENT HARM FROM HAPPENING AT ALL. AGAIN, IF YOU WANT TO GAVE GRAD STUDENT SPECIFIC EXAMPLE? >> WHEN WE TALK ABOUT INTERVENTION, IN MOMENTS WITH SUPERVISORS, FACULTY INSTRUCTORS, AND GRADUATE STUDENTS REALLY CONNECT TO THE IDEA OF NOT ONLY FOR THEIR PEERS AND COLLEAGUES BUT ALSO IN A MOMENT WHEN THEY'RE NEEDING TO SUPPORT STUDENTS. I DON'T WANT TO GO TOO FAR AHEAD, WE WILL TALK ABOUT WHAT WORKS WELL FOR GRAD STUDENTS, BUT WHEN WE TALK ABOUT PREVENT, THIS IS AN IMPORTANT STRATEGY FOR PROMOTING PREVENTION WITH THIS COMMUNITY. FOR A NUMBER OF REASONS. WE WILL GET TO IT. >> FOR HEALTH CARE PROVIDERS JOINING US ON THE CALL, TALKING ABOUT OPPORTUNITIES FOR PROMOTE HEALTHY AND SAFE RELATIONSHIPS AND COMMUNICATION PROGRAMS. TRADITION LEGAL WE TALK ABOUT THE VICTIMS ASK THE QUESTIONS, HAS THIS HAPPENED TO YOU? WE'RE REALLY TRYING TO MOVE AWAY FROM THAT STRATEGY TO A UNIVERSAL EDUCATION APPROACH AND SHARING RESOURCES WITH EVERYONE THAT YOU COME INTO CONTACT WITH IN THAT CLINICAL SETTING. SO THINKING ABOUT NOT HAVING A DISCLOSUREDRIVEN PRACTICE, BUT TRULY PROMOTING PREVENTION IN YOUR CLINIC VISIT. >> SO, A FEW MORE THINGS HERE WE KNOW WORK WHEN IT COMES TO PREVENTION. THE LIST OF NINE STRATEGIES OR THOUGHTS ON THE LIFT HAND SIDE COME FROM AN ARTICLE THAT IS CITED AT THE BOTTOM THERE. IF YOU HAVE TROUBLE THAT ARTICLE AND FINDING IT THROUGH YOUR OWN LIBRARY DATABASE, LET US KNOW, WE WOULD BE HAPPY TO SEND IT TO YOU. THESE ARE NINE STRATEGIES FOR SUCCESSFUL VIOLENCE PREVENTION. THERE IS LOTS OF THEORY BEHIND THEM AND THINGS WE TRY TO BRING INTO OUR WORK. I WANT TO SPECIFICALLY HIGHLIGHT IT IS IMPORTANT THAT PREVENTION COMPREHENSIVE. IT DOESN'T DO NEARLY AS MUCH WORK FOR SOMEBODY TO RECEIVE INFORMATION ONE TIME AND THEN RECEIVE MIXED MESSAGES FROM OTHER SOURCES. WE KNOW THAT WE NEED TO HAVE A COMPREHENSIVE APPROACH. IN ADDITION, WE HAVE FIVE PRINCIPLES LISTED ON THE RIGHT THERE THAT SOME OF WHICH COME FROM THIS ARTICLE AND SOME OF WHICH COME FROM OTHER SOURCES. THAT, AT THE PATH TO CARE CENTER, WE REALLY BELIEVE IN AND WE WRITE ALL OF THESE PRINCIPLES INTO ALL OF OUR PREVENTION PROGRAMMING. IN PARTICULAR, I THINK MAKING SURE THAT PROGRAMMING IS SUSTAINABLE AND THAT THAT MEANS ALSO MAKING SURE THAT YOUR STAFF AND THE FOLKS WHO ARE HELPING IMPLEMENT THE PROGRAMMING THAT THEY HAVE WHAT THEY NEED AND THEY HAVE ALL THE RESOURCES AVAILABLE TO THEM TO BE ABLE TO DO IT SUCCESSFULLY AND TO SET IT UP TO BE SUCCESSFUL FOR THE LONG RUN. >> YEAH, AND SO WE, IN OUR OFFICE, I MEAN, THIS IS SOMETHING THAT DEFINITELY GUIDES THE WORK THAT WE DO AND JUST LOOKING AT SOME OF THE QUESTIONS THAT HAVE BEEN SUBMITTED, ONE OF THE KEY PRINCIPLES THAT I THINK IS RELEVANT IN CREATING PROGRAMMING FOR GRADUATE AND PROFESSIONAL STUDENTS IS THIS PRINCIPLE OF BEING SOCIALLY CULTURALLY RELEVANT. SO THE PREVENTION PROGRAMMING FOCUSES ON THE NEEDS OF UNDER GRADUATE STUDENTS. FOR EXAMPLE, BYSTANDER PREVENTION STRATEGIES AT A FRATERNITY PARTY, FOR EXAMPLE. AND WHILE THOSE EXPERIENCES MAY RESONATE WITH GRADUATE AND PROFESSIONAL STUDENTS, THAT IS NOT OVERWHELMINGLY THE CASE. SO IT REALLY  YOU KNOW, REALLY ENCOURAGED TO THINK ABOUT HOW WE CAN CREATE SCENARIOS FOR GRADUATE AND PROFESSIONAL STUDENTS THAT MAKE SENSE TO THEM AND EXPERIENCES THEY'RE COMING INTO CAMPUS WITH. AND RELATED TO THAT RECOGNIZING THERE ARE VARYING CULTURE OR DIFFERENCES BASED ON ACADEMIC DISCIPLINE. SO WHEN WE'RE CREATING, LET'S SAY A WORKSHOP OR EDUCATION PROGRAMMING FOR THE LAW SCHOOL, YOU KNOW, FOR EXAMPLE, THAT IS GOING TO LOOK A LITTLE DIFFERENT THAN THE CONVERSATIONS THAT WE MAY BE HAVING WITH OUR BUSINESS SCHOOL STUDENTS. AND SO ENSURING THAT THE PROGRAMMING IS RELEVANT TO THE COMMUNITY IS PARTICULARLY IMPORTANT. WE'VE ALSO SEEN THAT, YOU KNOW, IN TACT COMMUNITIES, WE HAVE A FACILITATOR TRAINING PROGRAM WHERE WE'RE ENGAGING GRADUATE AND PROFESSIONAL STUDENTS WHO ARE SUPPORTING GRADUATE STUDENTS IN DELIVERING NEW STUDENT EDUCATION. IF WE'RE CONNECTING WITH THESE COMMUNITIES, IDENTIFYING THE POPULAR OPINION LEADERS, PREVENTION PROGRAMMING IS MORE SUCCESSFUL, WHEN THE MESSAGING IS COMING FROM PEOPLE WHO SPEAK THE SAME LANGUAGE AS THESE STUDENTS WHO UNDERSTAND THE VALUES THAT THEY HAVE AS OPPOSED TO UPCOMING AS PROFESSIONALS AND TELLING THE STUDENTS HOW TO CHANGE THEIR CULTURE AND HOW TO BE BETTER BYSTANDERS. SO IN ADDITION TO THAT, OR RELATED TO THAT, I SHOULD SAY, WHEN OUR PREVENTION PROGRAMMING IS LED BY PEERS, WE'RE SEEING MORE SUCCESS, AS WELL. THE LAST THING I WANTED TO ADD IN TERMS OF POSITIVE RELATIONSHIPS. REALLY CREATING OPPORTUNITIES FOR GRADUATES. FOR MYSELF AND OTHERS TO MEET THEM WHERE THEY ARE ALLOWS US TO BUILD NOT ONLY RELATIONSHIPS THAT WILL LAST OVER TIME BUT TO ALSO JUST ENSURE THAT WE'RE CONNECTING WITH BETTER UNDERSTANDING NEEDS OF OUR GRADUATE STUDENTS. >> THANKS, KHIRIN. SO WE'RE HEARD A LITTLE BIT ABOUT THESE PREVENTION PRINCIPLES AND I ENCOURAGE YOU TO THINK ABOUT HOW PREVENTION GOING ON YOUR CAMPUS, AND WE HAVE ANOTHER POLL TO REALLY CHALLENGE YOU TO THINK ABOUT WHICH OF THE PREVENTION PRINCIPLES WE'VE TALKED ABOUT TODAY ARE APPLIED ON YOUR CAMPUS. AND YOU CAN SELECT AS MANY OF THESE AS ARE RELEVANT. A COUPLE OF SECONDS TO SEE HOW FOLKS RESPOND. I KNOW YOU FIND IT HELPFUL WHEN I'M TRYING TO ADDRESS A GOOD NUMBER OF THESE. SOMETIMES IT IS NOT ALWAYS POSSIBLE TIME CONSTRAINTS, RESOURCE CONSTRAINTS BUT TO THE EXTENT YOU'RE ABLE TO APPLY AS MANY OF THESE AS YOU CAN. IT LOOKS LIKE OVER HALF HAVE WELLTRAINED STAFF FOR THE PREVENTION EDUCATION TRAINING, WHICH IS A KEY COME MOMENT. WE WANT TO MAKE SURE WE HAVE ACCURATE, INFORMED MESSAGING OUT THERE VARIED TEACHING METHODS, THAT IS IMPORTANT AS WE UNDERSTAND THE EDUCATIONAL PRINCIPLES THAT GO INTO THIS. SOCIOCULTURALLY RELEVANT IS GETTING A LOT OF VOTING. MAYBE THE AREA CAMPUSES COULD ICE MORE WORK AROUND IS INTACT COMMUNITIES. HOW DO WE IDENTIFY THE GROUPS WHERE WE WANT TO DO THE WORK AND ALSO, SUFFICIENT DOSAGES. THAT REFLECTS BACK ON THE QUESTION WE HAD EARLIER AROUND HOW DOES PREVENTION EDUCATION HAPPEN AND A VERY COMMON ANSWER WAS ORIENTATION. >> SO, I WANTED TO SPEAK TO THERE IS A LOT OF FOLKS THAT NAMED THE IMPORTANCE OF VARIED TEACHING METHODS IN THEIR PREVENTION WORK, AND I THINK, YOU KNOW, AS VIRGINIA MENTIONED, WE ALL RECOGNIZE THE IMPORTANCE OF DOING THAT. AND WITH GRADUATE AND PROFESSIONAL STUDENTS, IT IS PARTICULARLY IMPORTANT TO THINK HOW ABOUT WE'RE DELIVERING THE CONTENT. TEACHING THE CONTENT TO STUDENTS AND GETTING, ESPECIALLY WHEN WE WORK WITH GRADUATE STUDENTS WHO MAY BE INSTRUCTORS THEMSELVES. IF WE'RE ABLE TO IMPLEMENT DIFFERENT STRATEGIES USING POLLING TECHNOLOGY OR EMBEDDED ASSESSMENT, THAT'S AN EXAMPLE FOR GRADUATE STUDENTS TO BE ABLE TO THEN TAKE THOSE METHODS AND USE THEM IN THE CLASSROOM. RIGHT? SO WE'RE MEETING THEIR NEEDS IN MULTIPLE WAY VOICE WANTED TO NAME THAT. IN TALKING ABOUT IN TACT COMMUNITIES, WHILE IT MAY BE A CHALLENGING CONCEPT TO WRAP OUR MINDS AROUND, BUS THESE CAN BE ACADEMIC DEPARTMENTS, STUDENT GROUPS, STUDENT LEADERSHIP PROGRAMS SO THOSE COMMUNITIES EXIST SO IT IS ON US AND IN OUR DIFFERENT ROLES TO FIGURE OUT WHERE GRADUATE STUDENTS ARE HOUSED AND, YOU KNOW, WHERE THEY ARE SEEING SUPPORT. RIGHT? LIKE GETTING A SENSE FROM THEM ABOUT WHAT COMMUNITY NEEDS FOR THEM IS IMPORTANT. >> RIGHT. THANK YOU. SO I'M GOING TO CLOSE THAT POLL. I WOULD LINING COURAGE YOU TO USE THE CHAT BOX. AND HAND IT OVER AGAIN TO KHIRIN. >> THANK YOU SO WE WANTED TO TALK BLITZ ABOUT WHAT WE KNOW, AND ONE OF THE KEY THINGS IS RELATIONSHIP BUILDING. SO UC BERKELEY IS I HAVE LEARNED THAT GRADUATE STUDENTS ARE DEFINITELY DECENTRALIZED ON OUR CAMPUS, AND I, STARTING IN THIS ROLE, DID NOT KNOW, YOU KNOW, HOW GRADUATE STUDENTS FUNCTIONED ON CAMPUS SO IT WAS IMPORTANT FOR ME TO FIGURE OUT, YOU KNOW WHO GRADUATE STUDENT LEADERS WERE. SO OUR DEFAULT IS OUR, THE FOLKS ON OUR CAMPUSES WHO ARE IN STUDENT GOVERNMENT, BUT WE RECOGNIZE THAT GRADUATE STUDENTS OCCUPY VARIOUS ROLES ON CAMPUS SO BEING ABLE TO RECOGNIZE THAT IS IMPORTANT. I WAS ABLE TO GO TO RELATIONSHIPS WITH STAFF WHO WERE SUPPORTING GRADUATE STUDENTS THROUGH OUR GRADUATE DIVISION, I ON OTHER CAMPUSES MAY BE YOUR GRADUATE COLLEGE. AND ALSO, YOU KNOW, SCHEDULING TIME TO MEET WITH OUR STUDENT LEADERS IN STUDENT GOVERNMENT. A SENSE OF WHAT THEY NEEDED, WHAT WORK HAD ALREADY BEEN HAPPENING ON CAMPUS, CONNECTING WITH GRADUATE STUDENT ACTIVISTS BECAUSE THEY HAVE A LOT TO SAY ABOUT HOW PREVENTION WAS HAPPENING AND WHAT WAS SUCCESSFUL AND NOT SUCCESSFUL FOR THEM. RELATIONSHIP BUILDING IS ALSO KEY, ESPECIALLY BECAUSE OUR INSTITUTION IS MOVING TO INTO MORE ONLINE PROGRAMMING WHICH MEANS THERE ARE GRADUATE STUDENTS WHO MAY ONLY COME ON CAMPUS TWO TIMES DURING THEIR WHOLE GRADUATE STUDENT CAREER. MEETING GRADUATE STUDENTS WHERE THEY ARE IS PARTICULARLY IMPORTANT. THEY COME TO CAL TO BE PHYSICISTS AND BIOLOGISTS AND ASTRONOMERS, VERSES OUR UNDER GRAD STUDENTS WHO MAY BE SEEKING OUT CAL BECAUSE OF, YOU KNOW, TO BE A CAL BEAR OR BECAUSE THEY'RE REALLY ENGAGED IN OUR ATHLETIC PROGRAM SO RECOGNIZING THE IMPORTANCE OF THAT IDENTITY AND THE SPECIFIC SPACES ON CAMPUS THAT THEY'RE OCCUPYING HAS ALLOWED US TO DEFINITELY CONNECT WITH GRADUATE STUDENTS THAT IMPACT COMMUNITIES. IN ADDITION TO THAT, BEING ABLE TO CONNECT CONVERSATIONS OF PREVENTION AROUND POWER IS REALLY IMPORTANT. SO GRADUATE STUDENTS ARE DEFINITELY ENGAGED AND EAGER TO PREVENT VIOLENCE AND HARM IN THEIR COMMUNITIES. THE ISSUE WAS POWER IN ACADEMIA IS A BARRIER FOR SOME FOLKS. HOW DO WE CHANGE CULTURE THAT IS HIERARCHICAL. IT IS IMPORTANT GRADUATE STUDENTS MY MANY ROLES ON CAMPUS THEY'RE BEING MENTORED BY FACULTY AND STAFF. ONE WAY TO LEVERAGE THE FACT THAT THEY HAVE MULTIPLE ROLES IS ENGAGING CONVERSATIONS AROUND LEADERSHIP AND SKILL BUILDING OPPORTUNITIES. WE WILL TALK ABOUT THAT ON THE NEXT SLIDE, BUT IN ADDITION TO THAT, THE MANY ROLES THAT GRADUATE STUDENTS OCCUPY, SOME ARE AROUND A PARENT OR HAVE DEPENDENTS, SO WHAT DOES IT MEAN TO HAVE CONVERSATIONS WITH A GRADUATE STUDENT IN A WAY THAT THEY CAN TRANSFER THAT KNOWLEDGE, THOSE SKILLS TO THE FOLKS IN THEIR HOUSEHOLD. HOW DO WE HAVE CONVERSATIONS ABOUT AFFIRMATIVE CONSENT AND THEY CAN THEN TALK TO THEIR TEENAGERS ABOUT IT AND WE'VE BEEN ABLE 20 WORK WITH STUDENT ACTIVISTS, ESPECIALLY AROUND CREATING POLICY CHANGE FOR GRADUATE STUDENTS IN TERMS OF LIKE CONTRACT THEY HAVE FOR BEING GRADUATE STUDENT INSTRUCTORS OR RESEARCHERS. SO WE'VE SEEN SUCCESS THAT WAY. ONE THING WE ALSO KNOW THAT WORKS WITH ANOTHER STRATEGY THAT IS HELPFUL FOR WORKING WITH GRADUATE STUDENTS IS COLLABORATION. SO WE HAVE SEVERAL JOINT GRADUATE PROGRAMS AT CAL, AND BETWEEN UC BERKELEY AND THE UNIVERSITY OF CALIFORNIA SAN FRANCISCO. AND SO BECAUSE THESE STUDENTS ARE OCCUPYING DUAL ENROLLMENT, WE HAVE TO ENSURE THAT OUR OFFICE IS CONNECTING WITH THE EQUIVALENT CARE OFFICE AT UCSF TO MAKE SURE OUR STUDENTS ARE RECEIVING CONSISTENT MESSAGING, THEY ARE AWARE OF PREVENTION HAPPENING ON BOTH CAMPUSES. AND ESPECIALLY WHEN WE'RE DOING STUDENT EDUCATION, WE REALLY HAVE THE OPPORTUNITY TO SET THE EXPECTATIONS FOR BOTH CAMPUSES. AND I THINK ONE LAST THING THAT I WILL ADD BEFORE WE MOVE ON IS, SOMETHING THAT ALSO WORKS FOR GRADUATE AND PROFESSIONAL STUDENTS IS TO CUSTOMIZE CONTENT THAT WE'RE DELIVERING FOR THEM. ONE WAY WE'VE DONE THAT I'M DOING A WORKSHOP FOR GSIS, GRADUATE STUDENT INSTRUCTORS, THE WAY WE'RE HAVING CONVERSATION FOR PHYSICS IS GOING TO LOOK DIFFERENT THAN FOR INSTRUCTORS IN THE HUMANITIES. SO WE WORK WITH THE GRADUATE STUDENT TO DEVELOP CONTENT THAT IS MEANINGFUL AND RELEVANT TO THEIR EXPERIENCES AS INSTRUCTORS IN THAT ROLE. >> WE'VE HAD A COUPLE OF QUESTIONS ABOUT SPECIFIC OR STEM FOR ONLINE GRAD PROGRAMS, MEDICAL COLLEGES, LAW SCHOOLS, SOCIAL WORK. DOES HAVE ANY MAYBE QUICK NUGGETS THAT YOU COULD SHARE ON HOW TO DO CUSTOMIZATION FOR THOSE PARTICULAR  >> YEAH, SO WITH OUR NEW STUDENT EDUCATION PROGRAMS, WE HAVE  I'LL TALK BRIEFLY ABOUT THE PROGRAM AND WHAT IT LOOKS LIKE WE TRAIN GRADUATE STUDENTS FROM THE COMMUNITY. IN THE PAST YEAR WE HAD STAFF AND STUDENTS FROM OUR SCHOOL OF SOCIAL WELFARE. WE HAD A LARGE CHUNK OF DECIDES FROM ASTRONOMY, MOLECULAR AND CELL BIOLOGY. I HAD TO THINK ABOUT THE DIFFERENT DEPARTMENTS WE BROUGHT THEM TOGETHER FOR A 60MINUTE WORKSHOP. IT IS BOUND BY KIND OF FIVE REQUIRED PIECES OF EDUCATION FROM THE OFFICE OF OUR PRESIDENT, SO WE KNOW THEY'RE GOING TO HAVE TO LEARN ABOUT SOCIAL NORMS CHANGE WITH LOCAL CAMPUS RESOURCES. SO, ONCE WE KIND OF, YOU KNOW, STUDENTS ARE AWARE OF THE FIVE AREAS, THEN THEY HAVE A TON OF OPPORTUNITIES TO THEN CUSTOMIZE THE CONTENT AROUND THEIR SPECIFIC PROGRAM. SO WHAT DOES IT MEAN TO PREVENT VIOLENCE AND HARM IN THE SCHOOL OF SOCIAL WELFARE IS ONE OF THE THINGS I ENCOURAGE THEM TO DO IS CONNECT THAT TO THEIR MISSION, VISION AND VALUE STATEMENT TO THE SCHOOL. AND TO BE ABLE TO CONNECT PREVENTION STRATEGIES TO WHAT IT MEANS TO BE A LEADER IN THAT ACADEMIC FIELD. OUR BYSTANDER INTERVENTION SCENARIOS IS AN OPPORTUNITY FOR THEM TO CUSTOMIZE THE KIND OF PREVENTION WORK. SO, FOR EXAMPLE, WITH OUR STUDENTS IN THE  ONE MINUTE, I WILL TRY TO GET THROUGH THIS QUICKLY, OUR MED SCHOOL PROGRAM, THEY HAVE A CAMPUS  WHAT'S THE WORD I'M LOOKING FOR? RETREAT. ONE OF THE THINGS WE'RE ABLE TO HELP THE PROGRAM DO, BEYOND THE NEW STUDENT EDUCATION IS DEVELOP A BYSTANDER PREVENTION EDUCATION TRAINING FOR ALL ATTENDEES AT THE RETREAT THIS WAS THE ABILITY TO SET EXPECTATION AND ALL THE ATTENDEES ARE GOING INTO THE RETREAT KIND OF KNOWING. SO WE WILL COME BACK TO THE OTHER QUESTIONS. SORRY. >> NO, PERFECT. >> AND ONE FROM A MEDICAL STUDENT, HE SAID I HAVE SOME QUESTIONS AND I WANT TO GIVE ONE EXAMPLE IS DURING ONE OF THESE TRAIN THE TRAINERS WE DID FOR THE STUDENT AND STAFF FACILITATORS WHO WOULD BE TAKING THE CONTENT BACK TO THEIR GRAD PROGRAM, ONE OF THE PROGRAMS WE WORK WITH AT UC BERKELEY IS THE SCHOOL OF OPTOMETRY AND WE HAD REALLY INNOVATIVE CONVERSATIONS WITH THE FOLKS IN THAT SCHOOL, DURING THAT THING ABOUT THE RELEVANCE OF PREVENTION AND THE FIELD OF OPTOMETRY. SO, AS FOLKS WHO WOULD BE ENTERING THE MEDICAL PROFESSION, HOW COULD THEY BE PREPARED TO SEE THAT PATIENT HOLISTICALLY AND HELP THE PATIENTS TO MAKE SURE THEY GET ALL THE INFORMATION THEY DESERVE ABOUT HEALTHY RELATIONSHIPS AND THE SUPPORT TO SOMETHING IF THEY EXPERIENCE VIOLENCE SO THAT WAS REALLY A KEY MOMENT FROM THE FOLKS FROM OPTOMETRY TO REALLY BUY IN AND FIGURING OUT HOW TO CONNECT WITH THOSE INDIVIDUAL PROGRAMS IN THE WAYS THAT ARE GOING TO BE MEANINGFUL TO THEM. >> AND CERTAINLY IN TERMS OF THE HEALTH PROFESSIONS, INCLUDING BEHAVIORAL HEALTH, TEACHERS HAVE A WHOLE RANGE OF RESOURCES TO USE IN THEIR TRAINING BOTH IN THE CLASSROOM TEACHING TO PROFESSIONALS AND AS ELIZABETH MENTIONED WHEN THOSE FOLKS BECOME PRACTITIONERS IN THE FIELD THEY CAN USE WITH THEIR PATIENTS AND CLIENTS. >> SO, I WANT TO TALK REALLY BRIEFLY ABOUT RESEARCH IN THIS AREA. SO VIOLENCE PREVENTION FOR GRADUATE AND PROFESSIONAL STUDENTS. AS WE'RE AWARE, MOST OF THE RESEARCH THAT FOCUSES ON CAMPUS PREVENTION REALLY EMPHASIZED THE NEEDS OF UNDER GRADUATE STUDENTS SO WE'RE CHALLENGED, WHEN WE'RE SAYING THAT WE'RE IMPLEMENTING EVIDENCEBASED STRATEGIES, RIGHT? BECAUSE WE DON'T HAVE AS MUCH EVIDENCE FOR WHAT IS AND IS NOT WORKING FOR GRADUATE AND PROFESSIONAL STUDENTS. HOWEVER, MORE RECENTLY, IT IS FOCUSING ON THE NEEDS OF GRADUATE STUDENTS, BUT IT FALLS IN THE CATEGORY OF VICTIMIZATION RATES. WE KNOW LESS ABOUT PERPETRATOR PREVENTION BUT WE KNOW A GOOD DEAL OF INFORMATION ABOUT HOW AT LEAST GRADUATE AND PROFESSIONAL STUDENTS EXPERIENCE HARM. AND, WHAT WE  WE'RE ALSO ABLE TO DRAW A LOT ON THE RESEARCH OF SEXUAL HARASSMENT IN THE WORK PLACE, BECAUSE GRADUATE STUDENTS ARE ESSENTIALLY MOST OF THEM END UP BEING EMPLOYEES OF THE UNIVERSITY SO SOME OF THE UNDERLYING CAUSES OF HARM ARE THE SAME. WE CAN DEFINITELY DRAW FROM RESEARCH IN THAT AREA. IN ADDITION TO THAT, WE HAVE A LOT OF ROOM TO LEARN ABOUT PREVENTION OF DATING VIOLENCE FOR GRADUAL AND PROFESSIONAL STUDENTS, AS WELL AS STALKING PREVENTION. AND SO IT IS AN AREA DEFINITELY OF GROWTH. ONE OF THE THINGS I WILL NAME IS THAT OTHER RESEARCH THAT WE CAN DRAW FROM, THERE IS ACTUALLY A REPORT THAT WAS PUBLISHED MAYBE ABOUT A MONTH AGO FROM THE NATIONAL ACADEMY OF SCIENCES, FOCUSED ON VICTIMIZATION RATES AND KIND OF SEXUAL HARASSMENT IN THE STEM FIELD, STEM AND MEDICINE. A GOOD DEAL OF THE RESEARCH IS ON BIAS IN THE STEM FIELD, SO AGAIN WE CAN DRAW ON SOME OF THE CONCLUSIONS TO HELP SHAPE OUR PREVENTION WORK BUT THERE IS STILL A GOOD DEAL OF RESEARCH OUT THERE THAT NEEDS TO BE DONE. >> OKAY, SO WE TALKED A LOT ABOUT THE RESEARCH AND THEORY BEHIND GRAD STUDENT PREVENTION. WE WANT TO REMINDED YOU ALL ABOUT WAYS TO EXAMINE WHAT IS GOING ON IN YOUR CAMPUS AND IT CAN BE EASY, I KNOW I'M GUILTY OF THIS OF GETTING TUNNEL VISION AND FOCUSING ON WE JUST HAVE TO MAKE THIS NEW STUDENT EDUCATION HAPPEN BUT WE HAVE TO ZOOM OUT AND RECOGNIZE THE OTHER FORCES THAT ARE HAPPENING THAT ARE IMPACTING THE CULTURE ON YOUR CAMPUS. DON'T FORGET ABOUT THINGS HAPPENING ON THE FEDERAL LEVEL, THE STATE LEVEL. HERE IN CALIFORNIA, WE HAVE AN AFFIRMATIVE CONSENT LAW, A FEW OTHER STATES IN THE COUNTRY THAT DO, THAN REALLY GIVES US A LOT OF LEVERAGE TO THINK ABOUT THE PREVENTION EDUCATION WE'RE DOING AND HOW WE'RE FRAMING THINGS TO OUR STUDENTS, INCLUDING OUR GRAD STUDENTS. THINKING ABOUT YOUR INSTITUTIONS. WHAT DO YOUR POLICIES SAY AND IF YOUR POLICIES ARE AS COMPREHENSIVE AS YOU WISH THEY WERE OR IF YOU'RE GETTING CONTRADICTORY MESSAGES COMPARED TO THE EDUCATION YOU'RE PROVIDING, YOU'RE NOT GOING TO HAVE THE IMPACT THAT YOU WANT. SO JUST THINKING ABOUT ALL THE DIFFERENT THINGS THAT ARE GOING ON AT YOUR INSTITUTION. AND THINK ABOUT INDIVIDUAL DEPARTMENTS AND COMMUNITIES. WE TALKED A LOT ABOUT IMPACT COMMUNITIES, I WOULD SAY THINKING ABOUT COMMUNITIES THAT ARE BASED IN IDENTITY, BASED ON A COMMON PURPOSE, BASED IN PLACE AND OF COURSE SOME OF THESE OVERLAP. BUT, THINKING ABOUT ALL THE DIFFERENT WAYS THAT EXISTING COMMUNITIES ARE FUNCTIONING AND HAVE DIFFERENT NORMS AND DIFFERENT EXPECTATIONS ON YOUR CAMPUS. ONE THING I WANTED TO SAY, AND THIS RELATES TO THIS, THE LAWS AND HOW ALL THAT HAS AN IMPACT ON YOUR CAMPUS. I'M AWARE OF A FANTASTIC RESOURCE TO HELP YOU OUT. ONE IS EROC AND KNOW YOUR NINE, TWO NATIONAL ORGANIZATIONS. AGAIN, BOTH UNDER GRAD FOCUSED BUT THEY HAVE A LOT OF INFORMATION ABOUT THE LANDSCAPE AND WHAT STUDENTS RIGHTS ARE ON THEIR CAMPUSES. SO THAT WOULD BE A GOOD STARTING PLACE TO FIGURE OUT WHERE ALL THOSE DIFFERENT INTERSECTING LAWS AND POLICIES. AND KHIRIN AND I ARE ALSO HAPPY TO CONSULT WITH YOU AND WE CAN DO OUR BEST TO HELP YOU FIGURE OUT WHAT ARE THE DIFFERENT LAWS AND POLICIES THAT MIGHT BE GUIDING YOUR PREVENTION WORK. ONE OTHER THING I WANTED TO SAY AT THE INSTITUTION LEVEL IS I ALSO GOT A QUESTION ABOUT A SUGGESTION, IF WE HAD A CAM BUSINESS FOR TRAINING LEVEL PROGRAMS. UC BERKELEY IS IN THE SYSTEM AND WE HAVE AN OFFICE FOR US SO WE DO A LOT OF COLLABORATION BETWEEN THOSE OFFICES AND SHARE STRATEGIES AND LESSONS LEARNED AND THAT'S REALLY VALUABLE. EVEN IF YOU ARE AN INDIVIDUAL COLLEGE OR A SMALLER SCHOOL AND YOU'RE NOT PART OF SOMETHING LIKE THAT, REMEMBER THAT YOU, IN ORDER TO DO YOUR BEST WORK, IT IS REALLY IMPORTANT THAT YOU ARE ADVOCATING FOR YOUR RIGHT TO MAKE SURE YOU'RE CONNECTING WITH FOLKS ON OTHER CAMPUSES. SO ANY OPPORTUNITY THAT YOU HAVE TO BE PART OF A LISTSERV OR REQUEST AN INFORMATIONAL INTERVIEW, TAKE ADVANTAGE OF THE OPPORTUNITIES AND THIS CAN BE WITH US BUT IT CAN ALSO BE WITH OTHER FOLKS ON THE WEBINAR WITH YOU TODAY OR ACROSS CAMPUS WHO MIGHT BE ABLE TO GIVE LASTMINUTE INSPIRATION. >> I WOULD SAY THAT YOU KNOW THERE AREN'T  I'VE ONLY BEEN IN THIS ROLE FOR TWO YEARS OR SO, AND I'VE BEEN ABLE TO CONNECT WITH IT AT LEAST SIX OR SEVEN OTHER PREVENTION COORDINATORS OR PROGRAM MANAGERS THAT FOCUS ON GRADUATE AND PROFESSIONAL STUDENTS, SO WE'RE OUT THERE. SO BEING ABLE TO CONNECT WITH THEM TO HELP YOU LEARN HOW TO SHAPE PREVENTATIVE PROGRAMMING ON YOUR CAMPUS. >> THANK YOU. SO, IN THE SPIRIT OF REALLY HELPING US ALL ASK THOSE CRITICAL QUESTIONS OF HOW WE CAN PROMOTE PREVENTION AND ABOUT THE LANDSCAPE WE ARE  AND THINKING ABOUT THE LANDSCAPE WE'RE OPERATING IN, A QUESTION TO ASK, WHO IS RESPONSIBLE FOR YOUR CAMPUS' COMPLIANCE WITH STATE AND FEDERAL LAW RELATED TO SEXUAL VIOLENCE PREEN VERSION. THINKING ABOUT WHO ON YOUR CAMPUS IS RESPONSIBLE FOR THE PREVENTION PROGRAMMING. SO SOMETIMES WE GO TO CAMPUSES AND IT IS DIFFERENT PEOPLE IN DIFFERENT POCKETS. WE WANT TO MAKE SURE THAT WORK, THOSE MESSAGES ARE ALIGNED AND, YOU KNOW, AS MANY OPPORTUNITIES FOR A PARTNERSHIP AND COLLABORATION AS POSSIBLE. THINKING AGAIN ABOUT THE STATE LAWS THAT EXIST ABOUT CONSENT OR PREVENTION EDUCATION EXPECTATIONS. SOME STATES HAVE MANY LAWS AND CAN MISGUIDE OR HINDER, ACTUALLY, DEPENDING WHAT THE LAW IS THE EXTENT TO WHICH YOU CAN COVER SOME OF THE KEY CONCEPTS YOU THINK ARE IMPORTANT. AND, REALLY, LOOKING AT YOUR CAMPUS' SEXUAL VIOLENCE POLICY AND SEEING HOW IT APPLIES. ARE UNDERGRADS AND GRAD STUDENTS TREATED ACTUALLY WITH THE SAME PROCESS, ARE DIFFERENCES THAT MAY LEAD TO HOW IT WOULD IMPACT THE DIFFERENT COMMUNITIES. SO THINK ABOUT IT FOR A SECOND AND ENTER IT INTO THE TEXT BOX WHO DO YOU THINK ARE THE EARLY ADOPTERS OR KEY STAKEHOLDERS ON YOUR CAMPUS OR IN THE COMMUNITY WHO HAVE INFLUENCE OVER YOUR GRAD STUDENTS OR GRAD DECIDE PROGRAMMING WHOM DO YOU WANT TO PARTNER WITH OR HAVE A RELATIONSHIP WITH THAT YOU JUST HAD A SENSE WOULD BE INTERESTED IN TAKING ALL THIS WORK WITH YOU? BECAUSE WE'VE ALL MENTIONED, I THINK, THIS IS NOT SOMETHING THAT WE CAN DO ALONE. SO, A COUPLE OF RESPONSES. GRADUATE STUDENT GOVERNMENT, WHICH I KNOW AT CAL, YOU ALL ARE DOING SOME WORK WITH THAT COMMUNITY. THE DEAN OF THE GRADUATE SCHOOL. YES. THAT PERSON IS OFTEN TIMES INTIMATELY INVOLVED IN COMPLIANCE. AND GRAD STUDENT ASSOCIATION. DEPARTMENT CHAIRS, THEY REALLY ACT AS A TIPPING POINT FOR WHAT FILTERED DOWN TO THEIR STUDENTS AND MAKES IT IMPORTANT OR NOT TO THEIR STUDENTS. AS KHIRIN MENTIONED EARLIER, THEY'RE SUPER ATTACHED TO THEIR DEPARTMENT, MAYBE NOT THE CAMPUS AT LARGE AND WHEN THEY GET TO CAP PUS THEY'RE LOOKING TO THE LEADERS OF THEIR DEPARTMENT TO FIND OUT THE EXPECTATIONS AND ALL OF THAT SO HAVING THE DEAN ON BOARD IS IMPORTANT. ACADEMIC DEPARTMENT. SURVIVOR PROGRAMS. GRADUATE STUDENT SENATE. AND THE CHIEF ACADEMIC OFFICER AND PRESIDENT. SO ONE AREA, THERE WAS QUESTION EARLIER WE DIDN'T GET TO, WAS HOW FACULTY CAN INTEGRATE SEXUAL VIOLENCE PREVENTION MESSAGES IN THEIR CLASSROOM SO MAYBE IF WE HAVE A LITTLE BIT OF TIME AT THE END, WE CAN ADDRESS THAT, AS WELL. FACULTY ADVISERS. GREAT. I THINK FOLKS IN LOTS OF ROLES ON CAMPUSES ARE LOOKING FOR THESE AREAS WE CAN PLUG IN SO THESE ARE REALLY GOOD IDEAS. >> SO, WE FOUND SOME SUCCESS, AS WELL, EACH DEPARTMENT ON OUR CAMPUS HAS AN EQUITY OFFICER OR A COMMITTEE OF FOLKS RESPONSIBLE FOR CREATING EQUITY AROUND GENDER, SEXUAL VIOLENCE THAT KIND OF THINGS SO BEING ABLE TO CONNECT WITH THOSE FOLKS ON YOUR CAMPUSES IS IMPORTANT, AS WELL, IF YOU HAVE SOME EQUIVALENT TO THAT. MAYBE NOT EVERY DEPARTMENT BUT EVERY COLLEGE. THINKING ABOUT SOME OF THE AFFINITY OR SUBGROUPS BY ACADEMIC DEPARTMENT. FOR INSTANCE, IN OUR PHILOSOPHY DEPARTMENT, THERE IS A WOMEN IN PHILOSOPHY KIND OF GROUP THAT MEETS, AND SO WE FOUND AN OPPORTUNITY TO BE ABLE TO COME IN AND MEET WITH THE MEMBERS OF THAT GROUP AND HAVE CONVERSATIONS ABOUT OUR RESOURCES, HOW THEY CAN INFUSE PREVENTION IN THEIR REGULAR MEETINGS AND THAT ALSO, WE ALSO HAVE HAD AN OPPORTUNITY TO WORK WITH REGISTERED STUDENT ORGANIZATIONS, SO BEING ABLE TO IDENTIFY ALL THE REGISTERS STUDENT ORGANIZATIONS THAT FOCUS ON THE NEEDS OF GRADUATE AND PROFESSIONAL STUDENT IS ANOTHER WAY TO DETERMINE THE EARLY ADOPTER. >> I'M GLAD THAT WE HAD SOMEONE ALSO MENTION THE LOCAL SEXUAL ASSAULT NETWORK, THE RAPE CRISIS CENTER, DOMESTIC VIOLENCE PROGRAMS, CAN BE REALLY POWERFUL PARTNERS. AND WORK WITH GRADUATE STUDENT, THEY MAY NOT CALL AND IDENTIFY THEMSELVES AS GRADUATE STUDENT, BUT CERTAINLY SURVIVORS AND FOLKS AND FAMILIES OF SURVIVORS GO THERE FOR SUPPORT AND INFORMATION, AS WELL. ALL RIGHT, THANKS, EVERYONE, FOR SHARING. WE'RE REQUESTING TO MOVE TO THINKING ABOUT CHALLENGES. SO, SOME OF THE CHALLENGES, PEOPLE I THINK THIS IS A CONVERSATION THAT WE  I'M SURE EVERYONE ON THIS WEBINAR CAN HOPEFULLY RELATE TO ANY ONE OF THESE BULLET POINTS ON YOUR CAMPUS, BUT WE HAVE IDENTIFIED A NUMBER OF CHALLENGES THAN PROBABLY DOESN'T ENCOMPASS EVERYTHING BUT ONE OF THE BIG CHALLENGES WE FACE IN PROMOTING PREVENTION IS THAT INSTITUTIONS, REGARDLESS OF THE INSTITUTION YOU WORK AT, THEY'RE DESIGNED TO MAINTAIN POWER SO THAT MAKES CHANGE DIFFICULT AND IT ALSO MAKES  IT ALSO MAKES IT DIFFICULT TO LIFT UP THE VOICES IN OUR COMMUNITY THAT ARE WANTING TO SEE SOCIAL NORMS CHANGE HAPPEN. FOR EXAMPLE. AND, SO, IT ALSO PUTS GRADUATE STUDENTS IN A POSITION TO FEEL POWERFUL TO MAKE THAT CHANGE HAPPEN. JUST THINKING ABOUT HOW WE CAN MOVE THE CONVERSATION FORWARD AND CHALLENGE DECISIONMAKERS, CHALLENGE THEM TO THINK A LITTLE BIT DIFFERENTLY AND APPROACH THIS CONVERSATION OF PREVENTION IN A DIFFERENT WAY. OUR CAMPUS, AS I MENTIONED IN THE BEGINNING, IS DECENTRALIZED SO IT IS HARD. WE KNOW THE IMPORTANCE AND WE USE THE FREEZE LEAVE GRADUATE STUDENTS WHERE THEY ARE BUT SOMETIMES WE DON'T ACTUALLY KNOW WHERE THEY ARE SO ESPECIALLY IF THEY'RE LATER IN THEIR PROGRAM, YOU KNOW, FOLKS ARE IN THE STATE OF DISSERTATION, IF THEY'RE IN PROGRAMS WHERE THEY HAVE TO DO FIELD PLACEMENT THAT REQUIRES THEM TO LEAVE CAMPUS WHAT DOES IT MEAN TO MEET THEM WHERE THEY ARE. SO THAT'S AN  ONE EXAMPLE OF THE CAMPUS BEING DECENTRALIZED. ALSO, GRADUATE STUDENTS DON'T OCCUPY A UNIVERSITY CAMPUS IN THE SAME WAY, YOU KNOW, SO IF WE TALK ABOUT UNDER GRADUATE STUDENTS, FOR INSTANCE, WE KNOW THERE ARE  WE CAN ENGAGE WITH FRATERNITY AND SORORITY LIFE. THERE IS AN OFFICE OR DEPARTMENT THAT IS RESPONSIBLE FOR THOSE GROUPS. SAME THING WITH ATHLETICS BUT THERE IS NOT GRADUATE STUDENT PROGRAMMING, DOESN'T FUNCTION IN THE SAME WAY, SO IT RAISES THE QUESTION HOW CAN WE MEET THEM WHERE THEY ARE. ALSO HAVING LIMITED RESOURCES AND CAPACITY. SO I AM ONE PERSON ON CAMPUS WHOSE ROLE IT IS TO FOCUS ON THIS, BUT THE NEED IS NOT THE SAME ON ALL CAMPUSES. WHEN WE TALK ABOUT UC BERKELEY SPECIFICALLY, WE HAVE FOLKS ON CAMPUS WHO FOCUS ON THE NEEDS OF SURVIVORS, THIS IS NOT A FORMAL POSITION ANYONE TAKES ON ON CAMPUS. I TALKED ABOUT THE FACILITATOR TRAINING PROGRAM, PEOPLE VOLUNTEER TO DO THIS, SO WE DON'T HAVE, YOU KNOW, THE MONEY MAY NOT NECESSARILY BE THERE TO PAY EVERYONE. SO WE TALK ABOUT RESOURCES AND CAPACITY, THIS CAN BE TIME THIS CAN BE MONEY, THIS IS SERVE AS PRINTED RESOURCES. WE MAY NOT HAVE, IN OUR BUDGET, TO HAND OUT CARDS TO ALL 1300 NEW GRADUATE STUDENTS, FOR INSTANCE. ANOTHER CHALLENGE IN DELIVERING PREVENTION EDUCATION THAT IS MEANINGFUL, THAT IS RELEVANT AND ON GOING, BEYOND THE STUDENT EDUCATION. BUT ONE OF THE WAYS WE FINAL SUCCESS IN DOING THAT IS CONNECTING WITH INSTRUCTOR WORSE TEACHING NEW GRADUATE STUDENT INSTRUCTORS, OR WE'VE STARTED A PARTNERSHIP WITH A FACULTY MEMBER WHO TEACHES RESEARCH ETHICS, SO ALL NEW GRADUATE STUDENTS WHO ARE GOING TO BE SERVING ON A RESEARCH TEAM THAT IS FUNDED BY NSF OR NIH HAVE TO GO THROUGH THE ETHICS COURSE. AS A RESULT, WE'VE BEEN INVITED TO BE A GUEST LECTURER FOR ALL THESE CLASSES FOR THE FOLKS ON THE RESEARCH TEAMS. ANOTHER CHALLENGE IS ANSWERING THE QUESTION OF WHY. WE GET THE QUESTIONS FROM GRADUATE STUDENTS AND ADMINISTRATORS WHY WE SHOULD CARE ABOUT PREVENTING HARK AND VIOLENCE AND WHY THIS IS A THING PEOPLE SHOULD BE ENGAGING IN. WE COME UP WITH SHORT PHRASES TO RESPOND BUT THE QUESTION IS WHY WE THE FACT THAT GRADUATE STUDENTS ARE NOT ONLY SERVING IN THEIR ROLE ON CAMPUS CLIENT BUT THEY WILL BE INVOLVED LATER. IT IS IMPORTANT BEYOND THEIR TIME HERE AT CAL. AS MOST OF THE FOLKS, I'M SURE, ON THIS CALL KNOW, A GOOD DEAL OF PREVENTION FOCUSES ON HOW WE CAN CHECK BOXES AND MEET THE COMPLIANCE NEEDS, SO WE'RE DOING A DISSERVICE TO OUR FOLKS IN THE COMMUNITY IF THAT IS THE ONLY FOCUS, PREVENTING HARM AND VIOLENCE. ONE CHALLENGE WE HAVE IN OUR OFFICE, WHEN WE'RE GETTING REQUESTS FOR A PREVENTION WORKSHOP, PEOPLE ARE ASKING FOR SOMETHING AROUND RESPONSE, HOW CAN THEY RESPOND TO THE NEEDS OF SURVIVORS AND BETTER SUPPORT THOSE FOLKS. IT IS A CHALLENGE OF SEPARATING AND DISTINGUISHING BETWEEN THE TWO AND WE DO THAT SOMETIMES BY, YOU KNOW, COMING IN AND SPEAKING FOR FIVE MINUTES ABOUT OUR RESPONSE WORK AND THEN TAKING THE REST OF THAT, LIKE, 90 MINUTES. ARE THERE ANY QUESTIONS? >> NO. OKAY. >> NOW THAT WE TALKED ABOUT THE CHALLENGES, WE CAN CELEBRATE SUCCESS. >> PRIOR TO 2016, OUR CAMPUS DID NOT HAVE THE COMMUNITY PREVENTION. AND ACTIVISTS ON OUR CAMPUS, WE'RE STRESSING THE IMPORTANCE OF HAVING A ROLE LIKE THIS, SO THIS IS ONE SUCCESS. AND WE HAVE OTHER EXISTING PEER EDUCATION PROGRAMS. THERE IS A PICTURE FROM TWO FOLKS FROM OUR CAMPUS IN PHYSICS AND ASTRONOMY WHO ARE THE LEADERS OF A PROGRAM, CREATORS OF A PROGRAM CALLED RESPECT IS PART OF RESEARCH. AND THEIR PROGRAM IS A PEER EDUCATION PROGRAM WHERE THEY ARE WORKING WITH GRADUATE STUDENT INSTRUCTORS AND NEW GRADUATE STUDENTS TO TALK ABOUT BYSTANDER INTERVENTION, SOCIAL NORMS CHANGE, ADJUSTING MICRO AGGRESSIONS IN THE STEM FIELD. SO THESE TWO FOLKS KIND OF CREATES THIS PROGRAM. THEY WERE SPOTLIGHTING IN THE CAMPUS PAPER AND WE HAVE DEVELOPED A REALLY GOOD RELATIONSHIP WITH THIS PROGRAM. THEY'RE COMING TO US EACH YEAR TO HELP THEM PROVIDE CONTENT TO TRAIN THEIR NEW PEER EDUCATORS. I WOULD ENCOURAGE FOLKS TO THINK ABOUT IS THERE A PROGRAM WITH A MISSION AND VISION AND VALUES THAT ARE SIMILAR THAT YOU CAN CONNECT WITH, IT COLLABORATE WITH TO DELIVER PROGRAMMING. WE'VE ALSO BEEN ABLE TO DEVELOP SOME REALLY INNOVATIVE PREVENTION PROGRAMMING THROUGH OUR SOCIAL NORMS SEED GRANT INITIATIVES, ENGAGING WITH FOLKS TO ENCOURAGE THEM TO DEVELOP A SOCIAL NORMS CHANGE CAMPAIGN FOR THAT ARE COMMUNITY. SO WE'VE HAD ABOUT 30% OF OUR GRANDEES HAVE BEEN GRADUATE STUDENTS FACING EITHER ACADEMIC DEPARTMENTS OR HAVE BEEN COMPLETELY LED BY GRADUATE STUDENTS. SO WE HAD ONE GROUP THAT WAS CALLED BIAS BUSTERS AND THEY WERE FOCUSING ON MICRO AGGRESSION, OTHER FORMS OF BIAS IN THE STEM FIELD. ELECTRICAL ENGINEERING AND COMPUTER SCIENCE. WE ALSO HAVE A NUMBER OF GRADUATE STUDENT TRAINING PROGRAMS WE WILL TALKED ABOUT THE FACILITATOR TRAINING PROGRAMS FOR NEW STUDENTS THAT IS PARTICULARLY INNOVATIVE SO WE'RE TRAINING GRADUATE STUDENTS TO MOVE THE CONVERSATION FORWARD AND THEN TO DELIVER, ONCE THEY RECEIVE THE TRAINING, THEY DELIVER NEW STUDENT EDUCATION IN THE DEPARTMENT THEY ARE A PART OF. SOMETHING ELSE WE HAVE HAD SOME SUCCESS WITH IS CONNECTING WITH ACADEMIC DEPARTMENTS THAT SEND THEIR STUDENTS OFF TO FIELD PLACEMENT OR INTERNSHIPS. AND SO THIS ESPECIALLY STARTED AS AN INVITATION TO SIT ON A PANEL FOR STUDENTS AND, I BELIEVE  >> INTEGRATED BIOLOGY TO HAVE A CONVERSATION, KIND OF RIGHT AT THE START OF THE "ME TOO" MOVEMENT AND THEY WANTED TO KNOW WHAT IMPLICATION OF THE "ME TOO" MOVEMENT HAD FOR THEIR PROGRAM AND THAT THEN LED TO A CONVERSATION WITH DEVELOPING A TOOL KIT FOR STUDENTS GOING ON FIELD PLACEMENT, HOW TO TRANSLATE MATERIALS TO A DIFFERENT LANGUAGE BECAUSE SOME OF THESE PEOPLE ARE GOING TO OTHER COUNTRIES. AND, WHAT PREVENTION COULD LOOK LIKE IN DIFFERENT SETTINGS. SO, IF THEY'RE IN THE MOUNTAINS, KIND OF WHAT THAT WOULD LOOK LIKE AND ENSURING THESE STUDENTS ARE AWARE OF HOW TO CONNECT WITH AN ADVOCATE IF THEY NEEDED TO. SO IT SPANS FROM PRIMARY TO TERTIARY PREVENTION. WITH THAT TOOL KIT, WE'VE ALSO HAD CONVERSATIONS WITH THE DEPARTMENTS WHO ARE CONNECTING WITH FOLKS  I'M TRYING TO THINKING THINK HOW TO EXPLAIN WHAT THE SCHOOL IS DOING. WE RECOGNIZE PEOPLE GO ON FIELD PLACEMENT WITH A COMPANY WHERE, LET'S SAY, EMPLOYEES OF THE COMPANY CAUSE HARM TO OUR STUDENTS. RIGHT? SO WE'RE THINKING ABOUT WAYS TO DEVELOP A POLICY WITH THESE COMPANIES THAT PROMOTE OURS PREVENTION STRATEGIES AND EXPECTATIONS, AND YOU KNOW, KIND OF WHAT IT MEANS IF THAT CONTRACT IS VIOLATED FOR THOSE STUDENTS. WE'VE ALSO HAD SUCCESS WITH RECEIVING INCREASED TRAINING, LIKE WORKSHOPS. SO WE'VE DONE A NUMBER OF GSI GUEST LECTURES AND I THINK I ALREADY MENTIONED ABOUT THE ETHICS COURSE WE'VE BEEN INVITED TO DO, A GUEST LECTURE FOR, AND I THINK ONE BIG PIECE I WANT TO LEAVE OFF ON, AND I MAY HAVE ONE MINUTE  WE'RE GOOD ON TIME? OKAY. HOW WE ENGAGED IN INTENTIONAL OUT REACH, I KNOW THERE WERE SOME QUESTIONS ABOUT HOW TO DO THAT. SO WHEN I FIRST CAME ON BOARD ON OUR TEAM, I HAD A TON OF KIND OF INTRO MEETINGS WITH PEOPLE WHOSE WORK CENTERED AROUND THE NEEDS OF GRADUATE STUDENTS, SO WHETHER THEY WERE ALREADY GRADUATE STUDENTS OR STAFF OR FACULTY. I WOULD SAY SET UP COFFEE, HAVE WALKING MEETINGS WITH FOLKS WHO ARE CONNECTED WITH GRAD STUDENTS TO GET A SENSE OF WHAT THEIR NEEDS ARE WHAT PREVENTION LOOKS LIKE AND HOW IT DO HAPPEN IN THEIR COMMUNITY. ALSO ATTENDING EVENTS THAT MAY NOT BE DIRECTLY RELATED TO SURVIVOR SUPPORT AND PREVENTION. ANOTHER WAY TO DO OUT REACH WITH GRAD STUDENTS. SO TABLING EVENTS OR FAIRS, YOU KNOW, GRADUATE STUDENTS WILL BE ATTENDING IS ANOTHER WAY TONIGHT GAUGE IN OUT REACH AND YOU CAN TALK ABOUT YOUR PREVENTION EFFORTS. AND SHOWING UP TO CLASSES. ASKING INSTRUCTORS WHOSE DOORS TITLE MAY REMEMBER LATED TO THE WORK WE'RE ALREADY DOING AND ASK IF YOU COULD COME IN FOR A FEW MINUTES AND TALK ABOUT THE WORK THAT DO YOU. ALSO CREATING INTERNSHIP OPPORTUNITIES IN OUR OFFICE HAS BEEN ANOTHER WAY THAT WE'VE BEEN ABLE TO ENGAGE IN OUT REACH. SO THE OTHER THING THAT IS IMPORTANT TO NAME IS THAT WHEN YOU'RE HOSTING OPEN EVENTS, TO SPECIFICALLY NAME THAT GRADUATE STUDENTS ARE WELCOME. BECAUSE THE DEFAULT ON MOST CAMPUSES, ESPECIALLY IF YOU HAVE A LARGE UNDERGRAD STUDENT POPULATION, WHEN WE SAY STUDENTS, WE'RE TALKING ABOUT UNDERGRADS. SO SPECIFICALLY NAME THAT UNDERGRADS ARE WELCOME AND CREATING EVENTS SPECIFICALLY FOR GRADUATE STUDENTS. IT MAY BE CHALLENGING TO HOLD  JUST USING A HYPOTHETICAL EXAMPLE, BUT LET'S SAY A SURVIVOR SUPPORT GROUP WITH GRADUATE STUDENTS AND THEY MAY BE INTERACTING WITH THE STUDENTS THEY'RE SUPERVISING OR TEACHING. AND, THEN, FINDING DIFFERENT WAYS TO COLLABORATE. SO THERE IS A MONTHLY SEX EDUCATION, I THINK IT IS LIKE A GAME NIGHT THAT HAPPENS WITH OUR GRADUATE ASSEMBLY. SO, YOU KNOW, FINDING ONE OF THOSE NIGHTS TO TALK ABOUT PLEA VERSION, AND THINGS LIKE THAT SO THOSE ARE SOME EXAMPLES WE FOUND SUCCESS IN AND INVITING FOLKS TO SET ON OUR ADVISORY BOARD. >> THANK YOU. >> THANK YOU. >> SO WE'RE GOING TO SPEND A COUPLE MINUTES TALKING ABOUT EVALUATION AND REALLY ASSESSING HOW WELL OUR PROGRAMS ARE DOING PREVENTION ON OUR CAMPUSES SOME WE'RE GOING TO, HAVE I BELIEVE THIS IS THE LAST POLL, LAST TIME I WILL BE PUTTING TO YOU WORK. AS YOU THINK ABOUT THE PREVENTION PROGRAMS ON CAMPUS FOR GRADUATE STUDENTS, HOW SUCCESSFUL OR EFFECTIVE DO YOU THINK YOUR EFFORTS HAVE BEEN. WE WILL GIVE IT A COUPLE MINUTES. REMEMBERING THIS IS A TOTALLY ANONYMOUS POLL. ALL RIGHT. LOOKS LIKE IT'S ALMOST AN EVEN SPLIT BETWEEN SOMEWHAT AND NOT SURE. WE KNOW THAT MANY TIMES WHEN WE ARE DEVELOPING PROGRAMS ON CAMPUS, WE DON'T NECESSARILY BUILD IN AN EVALUATION COMPONENT SO WE ARE JUST KIND OF LEFT WITH I THINK THAT WENT WELL AND PEOPLE CAME UP AFTERWARDS AND SAID IT WAS GREAT OR SOMEONE CAME UP AND HAD A CRITICISM AND WE TEND TO MAKE PROGRAM DECISIONS BASED ON THAT. AND, THEN, YEAH, I THINK NOT SURE IS GOING TO BE THE WINNER. ALL RIGHT. GREAT. SO WHY DON'T WE TALK A LITTLE BIT ABOUT HOW WE CAN GET FROM "NOT SURE" TO KNOWING. SO IT'S IMPORTANT TO REALLY CONSIDER CONDUCTING A NEEDS ASSESSMENT EARLY ON. SO, IN EARLY ON COULD BE WHEN A ROLE IS CREATED, WHEN YOUR OFFICE IS CREATED, BUT ANY OPPORTUNITY THAT YOU HAVE TO ENGAGE IN ASSESSMENT IS GOING TO BE HELPFUL, BECAUSE IT ALLOWS TO YOU TO CREATE SPECIFIC AND MEASURABLE OBJECTIVES FOR THAT WORKSHOP THAT COMPREHENSIVE PROGRAM, FOR GRADUATE STUDENTS OR THE COMPREHENSIVE CAMPUS WIDE PREVENTION EFFORT. SO ENGAGING IN A NEEDS ASSESSMENT IS IMPORTANT SO THE PENNSYLVANIA COAL AGAINST RAPE HAS A REALLY AWESOME ASSESSMENT, THE PCAR ASSESSMENT. WHILE IT IS DESIGNED TO BE CAMPUS WIDE THERE ARE ITEMS THAT FOLKS CAN TAKE FROM THERE TO ENGAGE WITH STAKEHOLDERS IN THEIR COMMUNITY. AND SO, AND I'M SURE THERE IS A WAY TO STILL BE ABLE TO IMPLEMENT IT IN ITS ENTIRETY, TO ENGAGE IN SOME SORT OF NEEDS ASSESSMENT AND ASSESS THE READINESS OF YOUR CAMPUS TONIGHT GAUGE IN PREVENTION. IT IS ALSO IMPORTANT TO THINK ABOUT HOW YOU CAN BUILD IN EVALUATION PROGRAMMING OR EVALUATION AND ASSESSMENT EFFORTS DURING THE PROGRAM, OR EVEN, YOU KNOW, KIND OF BEFORE. SO TYPICALLY, OUR GOTO IS DO A POLL SURVEY. WE HAVE OUR FIVE QUESTIONS, AND I'LL BE HONEST, SOME OF THE PROGRAMMING THAT I'VE LED, WE'VE RUN OUT OF TIME AND YOU DON'T HAVE TIME TO DO IT. RIGHT? SO THINKING ABOUT WAYS YOU CAN EMBED ASSESSMENT WHENEVER POSSIBLE IS IMPORTANT. SO EXAMPLES OF EMBEDDING ASSESSMENT INTO YOUR PROGRAMMING COULD BE DO BE LIVE POLLING LIKE HERE. MAYBE FLIP CHARTS, MAYBE KIND OF READ THE ROOM AND SEE IF YOU NEED TO STAY ON ONE TOPIC A LITTLE BIT LONGER. WE HAVE BEEN ABLE TO DO SOME THINGS THAT ARE KIND OF LOW TECH, AS WELL, AND SO THERE IS  I'M FORGETTING THE NAME OF THE WEBSITE RIGHT NOW BUT THERE IS A REALLY COOL EVALUATION ON A WEBSITE THAT FOLKS CAN KIND OF GO TO AND ENTER THE SIZE OF THE GROUP, OR NAME THE TYPES OF RESOURCES THAT THEY WANT TO USE AND IT WILL HELP YOU KIND OF GENERATE AN ASSESSMENT OPPORTUNITY. AS WE KNOW PRE, POST AND FOLLOWUP KIND OF SURVEYS ARE ALWAYS HELPFUL. SOMETHING OUR CAMPUS IS UTILIZE RIGHT NOW ARE THE RESULTS FROM OUR CAMPUS CLIMATE SURVEY. WE JUST DID A COMPREHENSIVE CLIMATE SURVEY FACULTY STAFF, UNDERGRAD AND GRADUATE STUDENTS SO WE'RE USING  WE HAD AN OPPORTUNITY TO BUILD IN PREVENTION QUESTIONS AND SOCIAL NORMS CHANGE QUESTIONS INTO THE CLIMATE SURVEY SO WE'RE USING THAT INFORMATION NOW TO ADDRESS  EXCUSE ME, TO ADDRESS AND CREATE PREVENTION EFFORT BUSINESS ACADEMIC PROGRAM IN COLLEGE, SO WE'RE ABLE TO USE THE DATA FROM OUR CAMPUS CLIMATE SURVEY TO SHAPE OUR PREVENTION EFFORT. SO IT IS SOMETHING TO THINK ABOUT, YOU KNOW, A GOOD DEAL OF CAMPUS CLIMATE SURVEYS ARE DESIGNED TO UNDERSTAND VICTIMIZATION RATES. BUT HOW AWESOME WOULD IT BE TO LEVERAGE PREVENTION STRATEGIES FROM THAT DATA AND DATA THAT HELPS US LEARN HOW PERPETRATION IS ENGAGED ON OUR CAMPUS SO WE CAN FOCUS ON PREVENTION. >> OUR QUALITY ASSESSMENT TOOL IS FAMILIAR IN THOSE KINDS OF SETTINGS, SO TO THE EXTENT YOU CAN ADD ADDITIONAL METRICS AROUND PREVENTION, IT IS A WAY TO REALLY BAKE INTO YOUR CAMPUS HEALTH CENTER A PRIORITY ON ADDRESSING PREVENTION AND PROBABLY TO MEASURE IT, WHICH I KNOW, YOU KNOW, IN THE HEALTH CARE SETTING IS IMPORTANT. >> SO, WE HAVE SOME TAKE AWAYS HERE AND WE HAVE TIME FOR SOME Q&A. I THINK THE FIRST TAKE AWAY WE TALKED ABOUT IS TO ACKNOWLEDGE, YES, THE RESEARCH IS REALLY LIMITED WHEN IT COMES TO GRADUATE STUDENT SPECIFIC PREVENTION, BUT IT DOES EXIST. SO THINK OUTSIDE THE BOX. IT WILL LEND A LOT OF CREDIBILITY TO YOUR WORK WHEN YOU'RE TRYING TO GET BUYIN WHEN YOU HAVE RESEARCH TO BACK UP THE WORK YOU'RE DOING AND THE APPROACH YOU'RE USING. WE CITED A FEW THINGS THROUGHOUT THIS PRESENTATION BUT REALLY LOOK TO THE WORK PLACE ON THE FUTURES AND OTHER WORK PLACE PREVENTION RESEARCH THAT IS OUT THERE. THINK ABOUT DOMESTIC VIOLENCE RESEARCH THAT IS REALLY LOOKING AT PREVENTION, KHIRIN MENTIONED THAT GRADUATE STUDENTS ARE OFTEN OLDER THAT TRADITIONALLY AGED COLLEGE STUDENTS AND OFTEN HAVE A FAMILY SO THIS ABOUT THE PREVENTION APPROACH. WE HAVE INFORMATION IN OUR OFFICE IF YOU'RE LOOKING FOR STUFF, PLEASE DON'T HESITATE TO EMAIL US. >> WE WERE JUST TALKING ABOUT THE NEEDS OF ASSESSING THE GRADUATE STUDENTS. WE HAVE UNIQUE AND VARYING NEEDS, AND COULD EVEN ADD COMPLEX NEEDS, SO GETTING A SENSE OF WHO THE POPULAR OPINION LEADERS ARE WHO KEY STAKEHOLDERS ARE IN THE GRAD STUDENT COMMUNITY IS GOING TO REALLY HELP YOU SHAPE THE PREVENTION PROGRAMMING THAT YOU'RE GOING TO DO. ESPECIALLY FOR THOSE FOLKS WHO, WE KNOW MOST GRADUATE STUDENTS ARE COMMUTING ON TO CAMPUS, LIVING OFF CAMPUS, SPENDING A GOOD DEAL OF THEIR TIME AWAY FROM THE PHYSICAL CAMPUS. BOTH NEED FOCUS GROUPS, FINDING OTHER SPACE FOR THE GRADUATE STUDENTS TO TALK ABOUT THE NEEDS OF THEIR ACADEMIC FIELDS AND AS A INDIVIDUAL AND RESEARCHER IS REALLY GOING TO HELP SHAPE YOUR PROGRAMMING. RELATED TO THAT, BUILDING RELATIONSHIPS WITH THE VARIOUS DEPARTMENTS AND COMMUNITIES, AND ESPECIALLY THOSE ENGAGING IN KIND OF POLICY CHANGE SO THE UNIONS ARE ANOTHER REALLY GREAT GROUP OF STAKEHOLDERS TO ENGAGE IN TERMS OF RELATIONSHIP BUILDING. >> AND, WHEN WE THINK ABOUT PREVENTION, WE WANT TO NOT REINVENT THE WHEEL EVERY YEAR, AS WE ENTER WHAT IS THE PLAN GOING TO BE? SO BUILD ON THE EXISTING EFFORTS AND EVIDENCEBASED PRACTICES THAT ARE RECOGNIZED IN THE FIELD SO PREVENTION AN ART, BUT IT IS ALSO A SCIENCE. WE HAVE GREAT THEORETICAL FRAMEWORK, RESEARCH THAT BACKS UP A LOT OF THE PRINCIPLES WE TALKED ABOUT TODAY, A LOT OF THE STRATEGIES. SO ESPECIALLY BEING ON CAP PUSS, OBVIOUSLY THAT VALUE ACADEMIC RICK GORE AND EVIDENCE, IT IS GOING TO BE REALLY IMPORTANT TO THINK ABOUT HOW YOU CAN USE WHAT WE KNOW WORKS. AND, EITHER USING IT AS IT'S BEEN TESTED IN OTHER PLACE OR ADAPTING IT TO YOUR OWN CAMPUS NEEDS. >> AND, THEN, FINALLY, AS KHIRIN WAS JUST TALKING ABOUT, EVALUATION, REALLY TRY TO BUILD IT INTO THE PLAN ON THE FRONT END. IT IS WORTH IT TO CREATE A LOGIC MODEL, THINK THROUGH WHAT IS YOUR GOAL AND HOW YOU'RE GOING TO MEASURE IT. TWO REASONS. ONE, WE WANT TO CREATE MORE EFFECTIVE PROGRAMMING THAT IS RELEVANT TO GRAD STUDENTS THAT IS ABLE TO EVOLVE WITH CHANGING NEEDS. AND ALSO BECAUSE IT CAN BE TOUGH TO GET BUYIN AND THE MORE YOU'RE ABLE TO BUILD EVALUATION IN ON THE FRONT END, THE MORE YOU WILL HAVE DATA THAT SHOW WHAT IS NEEDS TO HAPPEN AND WHAT RESOURCES YOU NEED AND TAKE THAT TO THE KEY STAKEHOLDERS TO GET THOSE RESOURCES, BUILD THAT CAPACITY SO YOU CAN BE MORE EFFECTIVE IN THIS WORK. TALK TO YOUR VENDOR ABOUT A WAY THAT THEY CAN HELP YOU WITH EVALUATION, AS WELL OFTEN TIMES THESE PRODUCTS, THEY COME IN WITH A BUNCH OF QUESTIONS THAT YOU CAN ASK YOUR STUDENTS. THINK ABOUT WAYS YOU ALREADY HAVE A CAPTIVE AUDIENCE TO COLLECT THE DATA AND COLLECT IT EVERY YEAR AND MAKE SURE THAT YOU'RE ADJUSTING YOUR PROGRAMMING AS THE DATA IS KIND WAS DIRECTING YOU TO DO. >> GREAT. SO WE'VE GOT A LOT OF TAKE AWAYS HERE, MANY THINGS TO THINK ABOUT. WE ALSO WANTED TO SHARE RESOURCES. AND I WANT TO THANK THE PARTICIPANTS ACTIVELY PARTICIPATING IN THE CHAT AND ALSO CONTRIBUTED SOME GREAT RESOURCES, THE CHAT IS GOING TO BE MADE AVAILABLE AFTER THE WEBINAR SO YOU WILL BE ABLE TO GET ALL WAS THESE LINKS TO DIFFERENT ARTICLES AND RESOURCES THAT PEOPLE HAVE BEEN SHARING. JUST A COUPLE OF RESOURCES HIGHLIGHTED HERE. OF COURSE WE'RE GOING TO SEND THE SLIDES, SO BE ABLE TO CLICK THESE LINKS. TOOTING OUR OWN HORN HERE, THE RESOURCE AT FUTURES. AND RESOURCES ARE HOUSED ON A SEPARATE WEBSITE CREATED BY FUTURES SO PLEASE CHECK THAT OUT. WE HAVE SAMPLE WORK PLACE POLICIES, DIFFERENT RESOURCES. AS KHIRIN MENTIONED, THE PENNSYLVANIA COALITION AGAINST RAPE HAS INCREDIBLE RESOURCES THEY ENCOURAGE YOU TO TAKE A LOOK AT. THE CALIFORNIA COALITION AGAINST SEXUAL ASSAULT HAS PROGRAM CALLED PREVENT CONNECT CAMPUS THAT HAS LOTS OF WRITTEN RESOURCES, PODCASTS, WEBINARS, CONFERENCE SESSIONS, TRAINING. IS SO IF YOU HAVEN'T CONNECTED WITH THOSE FOLKS, I WOULD ENCOURAGE YOU TO. AND PATH TO CARE HAS A LINK TO ACCESS THAT. THE MARRIAGE COLLEGE HEALTH ASSOCIATION HAS FOR MANY YEARS HAD A WORK GROUP ON VIOLENCE AND SAFETY, AND THEY RECENTLY RELEASED A TOOL KIT ABOUT A YEAR AGO ON TRAUMA INFORMED PREVENTION AND RESPONSE. SO, I, AGAIN, WANT TO MAKE SURE YOU TAKE A LOOK AT THAT. AND NASPA, THE NATIONAL ASSOCIATION FOR STUDENTS  UHOH, IT IS A HUGE ORGANIZATION THAT MANY FOLKS, STAFF ON CAMPUSES THAT ARE A PART OF AND THEY HAVE A WHOLE PROGRAM CALLED CULTURAL RESPECT THAT TAKES A LOOK AT VIOLENCE PREVENTION AND RESPONSE. >> I'LL ADD REALLY QUICKLY, IF YOU'RE NOT A MEMBER, HAVE JOINED THE LIST FOR THE CAMPUS ADVOCATE AND PREVENTION PROFESSIONALS ASSOCIATION, THAT IS A REALLY AWESOME, LIKE, GOOGLE GROUP LISTSERV TO BE A PART OF, PEOPLE ARE ALWAYS SHARING RESOURCES, AND POSING SOME REALLY COOL QUESTIONS THAT WE IN OUR OFFICE, HAVE DEFINITELY UTILIZED. >> NATIONALCAPPA.ORG AND YOU CAN JOIN THE LISTSERV THERE. >> GREAT. WE HAVE A COUPLE MINUTES LEFT FOR QUESTIONS. AS FOLKS ARE TYPING IN, I'M GOING TO TAKE A LOOK AT THE QUESTIONS YOU RECEIVED BEFORE THE WEBINAR AND TRY TO ADDRESS ANY THAT WE HAVE NOT REALLY RESPONDED TO THROUGH THE PRESENTATION. >> CAN I SAY SOMETHING ABOUT THE FIRST ONE? >> YES. >> SO ONE OF THE QUESTIONS THAT CAME FOCUSED MOST OF OUR GRADUATE STUDENTS DO NOT COME TO MAIN CAMPUS. HOW DO WE REACH STUDENTS WHO DO NOT VISIT CAMPUS FREQUENTLY? AND A SUB QUESTION, THERE IS A RANGE OF AGES THAT GRADUATE STUDENTS OCCUPY. LAST YEAR WE WERE AS YOUNG AT 16 YEARS OLD AND AS OLD AS 70, SO WE UNDERSTAND THE VARYING, LIKE, DEMOGRAPHIC THAT THIS IS FOR GRADUATE STUDENTS. SO THE QUESTION IS ALSO, HOW DO WE CRAFT KIND OF CONSISTENT MESSAGING FOR THESE VARIOUS ADULT LEARNERS? I THINK IT IS IMPORTANT TO REMEMBER THAT YOUR ORIENTATION PROGRAMMING MAY BE THE WAY THAT YOU'RE CONNECTING WITH STUDENTS FIRST, SO IT IS IMPORTANT TO CREATE MEANINGFUL, WHETHER IT IS YOUR WORKSHOP OR ONLINE EDUCATION BECAUSE SETTING EXPECTATIONS UP FRONT AND THAT MAY BE ONLY LIKE INPERSON TOUCH POINT YOU HAVE FOR YOUR GRADUATE STUDENTS IN THAT POSITION. THIS COULD COME IN A FOLLOWUP SURVEY OR FOLLOWUP KIND OF ONLINE EDUCATION PROGRAM WHERE YOU'RE ENGAGING STUDENTS AND ASKING THEM, YOU KNOW, IF THEIR KNOWLEDGE AND SKILL CHANGED OVER TIME. HAVE HE HAD AN OPPORTUNITY TO BE AN ACTIVE BYSTANDER AND ARE THEY INTERESTED IN ATTENDING AN EVENT. IT IS IMPORTANT TO THINK HOW YOU'RE CONNECTING WITH YOUR COMMUNITY RESOURCES AND LOCAL COMMUNITY AGENCIES, BECAUSE THEY MAY BE SEEING YOUR STUDENTS. THEY MAY BE SEEING THEM AS SURVIVORS. >> ALSO HAD A QUESTION ABOUT  A FEW QUESTIONS ABOUT PASSIVE PROGRAMMING AND ONLINE PROGRAMMING. THE PASSIVE PROGRAMMING IS USUALLY WHEN WE TALK ABOUT PASSIVE PROGRAMMING IT MEANS FLIERS AND POSTERS AND SOCIAL MEDIA, THINGS LIKE THAT WITHOUT NECESSARILY ENGAGING FACETOFACE, SOMETHING PEOPLE ARE ABSORBING. ONE THING TO THINK ABOUT WITH PASSIVE PROGRAMMING IS TO REPLY ON THE RESEARCH AND HOW THE SOCIAL NORMS CHANGE. SO I'M HAPPY TO POST THIS IF YOU'RE INTERESTED IN LEARNING MORE BUT WE KNOW THAT AWARENESS CAMPAIGNS ARE GREAT FOR LETTING PEOPLE KNOW WHAT THE RESOURCES ARE. SOCIAL NORMS CHANGE MEANS WE ARE LEADING INTO THE HEALTHY NORMS AND UNHEALTHY NORMS IN OUR COMMUNITY AND THAT CAN BE AS SPECIFIC AS AN ACADEMIC DEPARTMENT OR THE AS BROAD AS THE ENTIRE CAMPUS. WE'RE REPORTING THAT INFORMATION BACK OUT TO THE COMMUNITY AND THAT GOES MUCH FARTHER IN TERMS OF ACTUALLY CREATING CULTURE CHANGE THAN THE AWARENESS CAMPAIGNS SOME SOMETHING TO THINK ABOUT RESOURCES ARE UNLIMITED. WE HAD TO COPY THE CREATIVE POSTER CAMPAIGN BUT NOT DO IN PERSON EDUCATION, TOTALLY GET IT. IT CAN HAVE THE MOST IMPACT POSSIBLE. ONE THING, IN AN ONLINE ANNUAL REFRESHER PROGRAM, SO EVERY STUDENT, UNDERGRAD AND GRAD, EVERY YEAR, NEEDS TO LOG ON TO THE WEBSITE, READ THE CONTENT AND ANSWER A FEW QUIZ QUESTIONS ABOUT IT. THE CONTENT, THE LEARNING IS THE SAME FOR BOTH GROUPS BUT THE CONTENT IS SOME OF THE WORDING IS ADJUSTED TO MEET THE NEEDS OF GRADUATE STUDENTS AND TO FEEL MORE RELEVANT TO THEM THAN IN A WAY FOR UNDERGRAD STUDENTS SO IN THAT MOMENT THAT SOMEBODY ANSWERS THE QUESTION, WE PROVIDE TEXT THAT PROVIDES A LITTLE BIT MORE CONTEXT AND IT ACTUALLY HELPS. SO, YES, THE CONCEPT IS IMPORTANT BUT THE QUESTIONS THAT WE'RE ABLE TO RELY ON SOCIAL NORMS CHANGE AND EVIDENCEBASED PRACTICE. WERE THERE OTHER QUESTIONS WE WERE GOING TO ANSWER? >> HOW DO WE RESPOND TO THOSE THAT SAY IN THE "ME TOO" MOMENT IS A MOMENT AND TIME TO MOVE ON? >> WELL, SO, I'LL TRY TO JUST BE SHORT, I GUESS, WITH MY RESPONSE. I DON'T  MY RESPONSE TO FOLKS WHO MAY HAVE THIS QUESTION IS THAT WE ARE FOCUSING ON THE ANTIVIOLENT, THE ANTIRAPE MOVEMENT IS NOT NEW, BUT THE FACT THAT IT IS, YOU KNOW, COVERED WIDELY IN SOCIAL MEDIA AND IT HAS A HASHTAG, THAT PART OF IT IS NEW. THE UNDERLYING ROOT CAUSES OF THE HARM AND VIOLENCE IN THIS MOVEMENT, THE MOVEMENT, YOU KNOW, IN THE 70S THAT IS STILL THE SAME, RIGHT, AND WE STILL HAVE A LOT OF WORK TO DO. AND SO THE "ME TOO" MOVEMENT IS FOCUSING MORE SO ON SURVIVORS AND THE FILM INDUSTRY. BUT FIVE YEARS AGO, WE WERE FOCUSED ON SURVIVORS ON COLLEGE CAMPUSES. THAT WAS THE  CAMPUS SEXUAL VIOLENCE WAS THE BUZZ WORD AT THE TIME. AND UNFORTUNATELY, MAYBE IN A FEW YEARS, WE'RE GOING TO FOCUS ON A DIFFERENT GROUP OF SURVIVORS. BUT I THINK THE THING THAT I'LL NAME IS AT THE HEART OF ALL OF THIS, WE HAVE PREVENTION EFFORTS THAT ARE STILL RELEVANT THAT COULD STILL BE PUT IN PLACE AND THAT CAN BE MODIFIED. RIGHT? DEPENDING ON THE SETTING. I THINK IF WE FOCUSED ON THE CONVERSATION ON PREVENTING VIOLENCE, REGARDLESS OF SOMEONE'S OCCUPATION OR THE SETTING WHICH VIOLENCE IS HAPPENING, WE HAVE THE OPPORTUNITY TO CHANGE OUR CULTURE. >> RIGHT. EARLIER, WE ALSO HAD A QUESTION IN THE CHAT BOX ABOUT HOW  AND YOU TALKED A LITTLE BIT ABOUT IT BUT I DON'T KNOW IF EITHER OF YOU WANTED TO RETURN TO IT HOW TO INTEGRATE SEXUAL VIOLENCE PREVENTION INTO CURRICULA. RIGHT? SO, FOR FACULTY, THEY'RE WORKING DIRECTLY WITH GRADUATE STUDENTS, HOW CAN YOU MAKE IT INTO THE COURSE WORK THEY'RE DOING AS PART OF THEIR DEGREE? >> SO, I HAVE HAD SUCCESS WORKING IN PROGRAMS THAT, YOU KNOW, SO WE KNOW THAT VIOLENCE PREVENTION IS AN INTERDISCIPLINARY FIELD. SO ENGAGING, WE ALREADY HAVE KIND WAS A STAKEHOLDER WORSE PRIMED IN LET'S SAY, LIKE SOCIAL WELFARE OR PUBLIC HEALTH, PSYCHOLOGY, SO TALKING ABOUT IT IN THE WEEKS WE TALK ABOUT SEXISM, FEMINISM, THINGS LIKE THAT, AREN'T THAT BIG OF A LIFT, THEY'RE NOT THAT DIFFICULT BUT WE FOUND SUCCESS IN FUSING PREVENTION INTO COURSES, LET'S SAY IN THE STEM FIELD. SO I THINK GETTING A SENSE OF WHAT THE COURSE OBJECTIVES ARE AND CONNECTING THAT WITH, I THINK, AT THE END OF THE DAY, MOST PEOPLE WANT TO  OR MOST INSTRUCTORS ARE TRYING TO CREATE BETTER  NOT BETTER, SUCCESSFUL CONTRIBUTORS TO THEIR ACADEMIC FIELD. AT THE HEART OF WHAT THAT IS ABOUT CHANGING THE SOCIAL NORM THAT IS PREVENT PEOPLE FROM EQUALLY ACCESSING WHATEVER THAT FIELD OR PROGRAM IS. THE STRATEGY FOR THAT FACULTY MEMBER, A TIME OR DATE TO COME IN AND TALK ABOUT THE WORK THAT WE DO. THIS CAN ALSO  ASKING STUDENTS, YOU KNOW, AS LIKE A FINAL OR A MIDTERM ASSIGNMENT TO CREATE A COMPREHENSIVE PREVENTION PROGRAM AS A WRITTEN ASSIGNMENT IS ONE WAY THAT WE CAN HELP FACULTY MEMBERS INFUSE PREVENTION INTO THEIR CLASSROOM. SHE IS WORKING ON A FORMULA THAT IS PART OF AN ALGORITHM FOR A RESPONSE, LIKE TEXTING PROGRAM WHERE PEOPLE CAN ANONYMOUSLY REPORT INSTANCES OF HARM AND VIOLENCE. SHE IS A MATH PH.D. STUDENT AND I LEARNED A LOT FROM, YOU KNOW, ABOUT FORMULAS AND STUFF FROM HER, TOO. >> AND THE HACKATHON SO THEY WERE REALLY, YOU KNOW, 24 HOURS TO COME TO UP WITH A UNIQUE WAY TO PREVENT VIOLENCE FROM OCCURRING USING DATA AND INFORMATION. INTERESTING. I'M WORKING WITH A YEARLONG RESEARCH PROJECT, AND THEY'RE LOOKING AT PROGRAMMATIC DATA AND DOING A LIT REVIEW TO LOOK AT HOW ARE WE USING THE EVIDENCEBASED PRACTICES AVAILABLE TO US. >> AND HOW ARE THE OUTCOMES OF OUR PROGRAMS STACKING UP WITH OTHER EVIDENCE. >> I THINK SOMETHING THAT SOUNDS SIMPLE BUT ISN'T ALWAYS AS SIMPLE AS HAVING A STATEMENT IN YOUR COURSE SYLLABUS ABOUT PREVENTION, WHAT THE EXPECTATIONS ARE FOR HOW WE TREAT EACH OTHER AND CERTAINLY FOR ACADEMIC ADVISERS WHO, YOU KNOW, HAVE A COHORT OF PEOPLE IN THAT INITIAL MEETING. LIKE EVERY ADVISER DOES SOME KIND OF MEET AND GREET WHERE THE STUDENTS GET TOGETHER AND JUST HAVING A CONVERSATION THERE, AND THINGS CAN GO REALLY FAR TO LET PEOPLE KNOW THAT, IF THERE IS A TOPIC THAT THE DEPARTMENT, THE UNIVERSITY TAKES SERIOUSLY AND WE WANT TO SUPPORT PEOPLE IN, YOU KNOW, HEALTHY AND RESPECTFUL COMMUNICATION AND RELATIONSHIPS. >> AND RELATED TO THAT, OUR CAMPUS ALSO HAS A POLICY THAT IS BEING PUT IN PLACE THIS ACADEMIC YEAR THAT ADDS TO THE LIST OF ACCOMMODATIONS THAT STUDENTS CAN RECEIVE. SO JUST LIKE SOMEONE WITH LEARNING DISABILITIES, WE HAVE SURVIVORS TO RECEIVE SUPPORT FROM FACULTY MEMBERS. IF THEY HAVE EXPERIENCED HARM OR ARE WORKING WITH OUR ADVOCATES IN SOME WAY. >> I DON'T WANT TO OPEN AN ENTIRE CAN OF WORMS, WE HAVE THREE MINUTES LEFT, BUT, OR AND, I WANT YOU ALL TO THUNDERSTORMS ABOUT, AS YOU'RE PLANNING YOUR PREVENTION PROGRAMMING AND YOU'RE REQUIRED ACTIVITIES, KNOWING THAT MANY OF THE GRADUATE STUDENTS COMING TO YOUR CAMPUS HAVE ALREADY EXPERIENCED THIS KIND OF HARM SO WANTING TO BE ATTUNED TO THAT AND HOW RECEIVING THIS INFORMATION COULD IMPACT SURVIVORS DIFFERENTLY AND MAKING A PLAN FOR THAT HOW ARE WE GOING TO SUPPORT FOLKS WHO MAY FEEL RETRAUMATIZED OR TRIGGERED BY BEING REQUIRES TO DO AN HOUR AND A HALF WEBINAR ABOUT A TOPIC THAT IS VERY PERSONAL AND RAW TO THEM. SO, AGAIN, IN THINKING ABOUT THOSE PREVENTION PRINCIPLES AND MAKING THEM SOCIOCULTURALLY RELEVANT. AND BEING PART OF THE CONVERSATIONS AND PROGRAMMING AND DECISIONS IS ALSO A PART OF THEIR HEALING JOURNEY, SO AS PROFESSIONALS, ALWAYS BEING AWARE THAT SURVIVORS ARE LIKELY IN THE ROOM, AND JUST BEING AWARE OF OUR OWN REACTIONS AND RESPONSES RELATED TO THAT. >> TRAINING PROGRAMS FOR STAFF. AND THE MESSENGER MATTERS, WHO IS TELLING THE GRADUATE STUDENTS THEY HAVE TO GO TO A CERTAIN PROGRAMMING SYSTEM IT SOMEONE IN THE DEPARTMENT WHO HAS A LOT OF POWER OVER THEM AND HAS ACTUALLY SEXUALLY HARASSED THEM IN THE PAST OR IS IT A NEUTRAL, THE DEAN OF THE GRADUATE SCHOOL OR SOMEBODY FROM YOUR CONFIDENTIAL OFFICE AND WHAT IS THE IMPACT OF BOTH AND WHAT'S THE BEST WAY TO COMMUNICATE THESE REQUIREMENTS OR OPPORTUNITIES TO GRADUATE STUDENTS. >> WE ARE AT EXACTLY 90 MINUTES. IT IS 11:30, I THINK THAT IS THE FIRST TIME. I WANT TO THANK EVERYONE FOR JOINING US TODAY. AS I MENTIONED PREVIOUSLY, THE SLIDES WILL BE AVAILABLE, AS WILL THE CHAT WITH A LOT OF RESOURCES. CONTACT INFORMATION IS HERE. ALL THREE OF US REALLY WELCOME YOUR CONTINUED CONVERSATION AND REFLECTIONS ON THIS TOPIC. SO WE WILL SAY THANK YOU. >> THANKS, EVERYONE. HAVE A GREAT DAY. >> TAKE CARE. >> THANK YOU, EVERYONE. THANK YOU FOR JOINING US. PLEASE TAKE SOME TIME, A FEW MINUTES TO FILL OUT THE EVALUATION THAT WILL POP UP WHEN WE CLOSE THIS WEBINAR. JUST AS VIRGINIA SAID, THE WEBINAR SLIDES AND RECORDING WILL BE AVAILABLE. THANK YOU SO MUCH. I HOPE EVERYONE HAS A GREAT DAY AND REST OF THE WEEK.