Evaluating the Effectiveness of Interventions to Prevent and Address Sexual Harassment Proceedings of a Workshop (2021) / Chapter Skim
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Workshop Case Studies
Workshop Case Studies
Pages 85-110
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From page 85... ...
This information comes from members of the Action Collaborative on Preventing Sexual Harassment in Higher Education (see Chapter 1) ; they submit these "Descriptions of Work" annually, which are then made public by the National Academies of Sciences, Engineering, and Medicine.1 For the purposes of this workshop and proceedings, these descriptions have been lightly edited for clarity.
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From page 86... ...
Case Study A A Guide on Best Practices for Graduate Students Impacted by Sexual Violence and Sexual Harassment (SVSH) -- University of California, Santa Cruz Case Study B Addressing Harassment in Employment Practices -- University of Washington Case Study C Altering Departmental Admissions Policies to Diffuse Dependent Relationships Between Graduate Students and Their Advisors -- Vanderbilt University Case Study D Core Values Shout-Outs -- Argonne National Labora tory Case Study E Lab-Based Inclusive Culture Workshops -- Massachu setts Institute of Technology Case Study F Significantly Increasing Faculty and Staff Education and Skill Development -- Rutgers University
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From page 87... ...
The Beyond Compliance initiative at University of California, Santa Cruz, which was formed in 2016, seeks to define concrete mechanisms that administrators and faculty can adopt, above and beyond what is required by law or policy, to address SVSH on campus. The committee is co-chaired by a senior faculty member and a senior administrator, and it includes faculty members, graduate students, and key staff who are working to address SVSH and its consequences.
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From page 88... ...
For each potential impact, the guide identifies a point person or persons and any units with ultimate responsibility for ensuring that the issue is addressed, from the chair or director of graduate studies in the department, to the divisional dean, to the dean of graduate studies, to the campus provost/vice chancellor. The guide also identifies the office to which graduate students should report different types of conduct violations.
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From page 89... ...
. When Senate review is complete, the document will be finalized and shared with all units that bear responsibility for remediating impacts on graduate students, as well as with the Graduate Student Union.
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From page 90... ...
Investigations and records: While UW had already made a commitment to completing investigations, the law now requires that unless a victim requests otherwise, a postsecondary institution will complete investigations of alleged sexual misconduct regardless of whether the employee voluntarily or involuntarily leaves employment with the institution. Written findings of completed investigations are required, and substantiated findings against an employee will be included in the employee's personnel file.
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From page 91... ...
Identifying information of complainant/ witnesses also is not subject to disclosure through public records requests. Share results of climate assessments: When a climate assessment is conducted, postsecondary institutions need to share with the governor and appropriate legislative committees summaries of any climate assessment designed to gauge prevalence of sexual misconduct.
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From page 92... ...
UW is currently working to establish procedures within Human Resources and the Office of Academic Personnel that includes, among other things, centralizing records that contain findings and ensuring that they can be shared in compliance with state law. Website for further information (if applicable)
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From page 93... ...
Direct-admit students may have less information for choosing an advisor, and they have less power to change labs if problems arise. Eight of the biomedical graduate programs at Vanderbilt offer students a direct-admit path
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From page 94... ...
• Social experience: Students who enter through umbrella programs have a class identity and usually form strong bonds with class mates, forged in part in mentoring groups, which are a required part of their programs. In contrast, direct-admit students are more isolated and often know only people in their own lab.
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From page 95... ...
Direct-admit students are particularly dependent on their advisor because of the complete dependence on the advisor's funding, their reduced professional network, and their decreased potential to change labs. Specifically, the report recommends mentoring networks and departmental funding.
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From page 96... ...
Because of issues with funding international students, the IGP and QCB umbrella programs admit a limited number of foreign nationals in each class. Thus, abolishing the direct-admit path in CDB would reduce access for international students to an Ameri
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From page 97... ...
Umbrella programs are the preferred route for graduate school, as they offer students the most choices and resources.
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From page 98... ...
Because candidates will have applied to an umbrella program, feedback from that admissions program can be taken into consideration by the committee. The ultimate admissions decision will be made by the committee rather than just by the DGS.
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From page 99... ...
To maintain awareness of Argonne's Core Values of Impact, Safety, Respect, Integrity, and Teamwork, as well as to highlight positive behaviors related to each value and promote action, Argonne created an employee engagement program called Core Values Shout-Outs. The program encourages employees to recognize colleagues for demonstrating the core values through their behaviors.
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From page 100... ...
The campaign increased the visibility of Argonne's core values and positive behaviors not only through buttons on lanyards, but also through an internal communications promotion of the program, which included digital posters, stories in the daily email employee newsletter, and information on the employee intranet. Volunteer core values ambassadors in every division at the laboratory not only helped to facilitate the program, but also provided increased visibility and promotion.
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From page 101... ...
What began as a means to create awareness of the laboratory's core values and enlist employee participation in putting the values into action has evolved into a continued form of recognition and a constant, visible reminder of what Argonne values as a community. This further solidifies the core values as the foundation of the laboratory's efforts to achieve its goals of expanding Argonne's leadership in science and technology, achieving operational excellence, and building and sustaining a world-class community of talent.
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From page 102... ...
These offices would partner with the students and department leadership, conduct a faculty demo during a regular faculty meeting, and then the department chair would put it to a vote (once the presenters left) so that this could be a faculty-driven initiative with the appropriate buy-in and engagement.
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From page 103... ...
• A section on sexual harassment/gender harassment examples and policies which ties into Rubric Item 5 [audience-specific anti-sexual harassment education] with specific focus on
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From page 104... ...
, chemical engineering department (2019) , and the Media Lab (spring 2020)
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From page 105... ...
One of the ways we specifically engage faculty is by running through the workshop in a faculty meeting with them to incorporate their feedback and create buy-in about the workshop content. • Lastly, the department chair is a vital stakeholder in our work shop initiative because they have the ability to communicate to the entire department why it is worth taking time out of our busy schedules to do this and connect it to other work happening at the departmental level to address climate, inclu
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From page 106... ...
We have had some department chairs require it and others strongly encourage it. Participation is higher when it is mandated.
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From page 107... ...
This interactive training has been tailored for delivery at Rutgers' New Jersey School of Medicine for 700 staff and faculty and will be customized for other university ecosystems accordingly. The We R Here Faculty and Staff Training Initiative will also include the development of a faculty ambassador train-the-trainer program and a comprehensive toolkit with specific, actionable items of change for departments, schools, and academic leaders to adopt to ensure sustainable change.
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From page 108... ...
, particularly in the areas of prevention, leadership education and skill development, bystander intervention programs, audience-specific anti-sexual harassment programs, ally and ambassador programs, and prevention toolkits. As mentioned in the report, the faculty and staff trainings have been designed not to change beliefs but instead to "clearly communicate behavioral expectations" and to provide individuals with the tools to effectively identify, intervene, and prevent sexual harassment both in the workplace and among students.
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From page 109... ...
The training coordinator spends 50% of her time with university human resources, in an effort to streamline training efforts, engage more faculty and staff, and ensure that university policy is appropriately responsive to faculty, staff, and administrator needs around sexual harassment. The training coordinator also works with the leadership of the university's representatives to the Action Collaborative representatives, the Rutgers Center on Violence Against Women, the university Title IX offices, and all violence prevention and victim assistance offices in order to coordinate training, share resources, and remain up to date on university services and policies.
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From page 110... ...
And since all of the aforementioned work is funded by an external grant that ends in August 2021, the training coordinator will continue to explore options for sustainability with university leadership. Website for further information (if applicable)
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