ATIXA offers a comprehensive program of consulting services from the top industry experts. The topics listed below are fully described when you click on the topic, and consulting visits can focus in on one topic or often cover a variety of the topics listed. Sample day-visit agendas are available by request, and you can see an example posted under the Title IX Tune-Up Topic below. For more details, contact Kate Halligan, Vice President for Client Relations at kate.halligan@atixa.org. If you have a specific topic or topics in mind and don’t see what you are looking for, let Kate know. We develop custom topics and training agendas for our clients all the time. You don’t have to be a member of ATIXA to engage an ATIXA consultant, and we provide off-site consultation as well as on-site visits. The most common on-site is a two-day visit.

Click here to view a roster of ATIXA’s Consultants.


ADDRESSING INTERVIEW/ASSESSMENT BIAS, MICROAGGRESSIONS, AND BUILDING CULTURAL COMPETENCE ON CAMPUS

In the wake of the 2016 election, colleges and universities have seen an increase in bias-related incidents and race-, gender-, and sexual orientation-based incidents on campus, in the classroom, in the residence halls, and around the campus community. This training provides an awareness of how issues of microaggressions, bias, and cultural competence impact the campus, along with some practical techniques to respond, de-escalate, and come together as a community.

These training topics are useful for the following groups:

  • Faculty and academic departments
  • Students
  • Student leaders and athletic team captains
  • Campus Behavioral Intervention Team members
  • Threat Assessment Team members
  • Front office staff in the Health Center, Counseling Center, and Academic Affairs
  • Registrar and Financial Aid staff
  • Counseling and Health Center staff
  • Student Affairs staff
  • Student Activities and Greek Life representatives
  • Title IX Investigators and Student Conduct staff
  • Law Enforcement and Campus Security officers

Contact Megan Birster, Director of Client Development, at 610-993-0229 ext. 1015.


APPEALS OFFICER TRAINING

Those responsible for hearing appeals can come together for training on the topics that consistently expose colleges to liability and, at times, undermine the goals of conduct and discipline: education and accountability.

INTENDED AUDIENCE

  • Student Conduct Appeals Panel Members – faculty, staff or student members
  • Appeals Officers – if you are the sole person responsible for hearing appeals, whether you are a Director, Dean, VP, AVP or President – this training is a must for you.
  • Campus Hearing Officers – IF your process is one where the student conduct professional is the “appeal” from a lower hearing officer.
  • Greek/Student Organization Appeals Officers – Student and Student Affairs professionals who hear appeals from decisions made by student organization conduct processes.
  • Employee Appeals Officers/Panelists – Although the focus is on student conduct, those responsible for hearing employee appeals will also benefit from the skills taught at this workshop.

A student (or employee) goes through a conduct process. Afterward, they feel the decision was unfair, so they appeal. Who on your campus hears these appeals? What kind of training have they had in the proper way to do this? Too often, this process ends up being frustrating for the student (or employee) conduct professional, the conduct board, the appeals officer/panel and ultimately the student (and their parents). Even more often, this is the part of the process than finds itself scrutinized in the eventual lawsuit or – equally damaging – in the President or Trustees’ offices. When properly trained, not only can this process be less frustrating, but it can also provide a level of liability and administrative protection that most institutions currently do not have. Equally important, when done well, this process does not have to be as time-consuming or uncomfortable as it currently is on most campuses.

Click here for a sample agenda.


BEST PRACTICES FOR CAMPUS SEXUAL MISCONDUCT POLICY

This workshop identifies and discusses 32 critical elements for establishing a proactive campus sexual misconduct policy. It explores each element in depth and examines its applicability to your campus culture and environment.


BEST PRACTICES FOR RESPONDING TO CAMPUS SEXUAL VIOLENCE

It happens on every campus. Students, mostly women, are victimized by sexual violence. Every college has a duty on the prevention side, but also a duty to respond to incidents when they occur. This seminar will establish two effective paradigms for quality-controlled campus response and victim assistance. Role definitions, crisis service, protocol, and other relevant topics will be discussed.


BEST PRACTICES FOR SEXUAL MISCONDUCT BOARD PROCEDURES/HEARINGS

This workshop identifies best practices for resolving allegations of sexual misconduct on college campuses. Composition of conduct bodies, separate boards, investigation models, deliberations, evidentiary issues, appeals and dozens of other pertinent issues will be discussed on this topic of great potential liability.


BEST PRACTICES IN PEER EDUCATION

Developing or growing a successful and competent peer educator program requires a unique ability to address sensitive subject matter in an engaging, relatable manner. There is also a set of skills needed to train peer educators new to prevention programming, supporting their learning on handling disclosures, responding to frequently asked questions, addressing issues of compliance and confidentiality, and managing their own self-care. A culmination of years of award-winning peer educator advising, teaching, and presenting, this training provides attendees with knowledge and practical takeaways for implementing a successful and effective peer education program. Foundational information on sexual assault, consent, high-risk substance use, and bystander intervention is covered. Best practice resources are highlighted, including websites, campaigns, videos, and more. Different learning and presentation styles, as well as settings, are incorporated, such as single-sex trainings, classroom settings, closed groups, and mandated programs.


BYSTANDER INTERVENTION EMPOWERMENT TRAINING

A one-hour interactive program aimed primarily at all-male audiences, but can be offered to all-female or mixed-gender audiences.

Program Length: One hour

Program Style: Interactive

Intended Audiences:

  • Risk Management for Fraternities
  • Risk Management for Sororities
  • Male Athlete Training
  • Student-Athlete Training
  • Hazing Risk Management
  • Sexual Assault Risk Management
  • Problem Drinking Risk Management
  • Leadership Training

From Brett A. Sokolow, J.D., President of ATIXA:

In 2001, shortly after the terrorist attacks, I was scheduled to visit a college client. It happened to be the first day the airports reopened, and it was my job to be on a plane, so I went to Newark airport to catch my flight. As I waited in the departure lounge, a man wandered in. Actually, he staggered. His lit cigarette caught my attention first. Then I noticed that he was literally drenched with sweat. I thought someone would tell him to put out the cigarette.

I watched as he approached the service desk and received a boarding pass. For my flight.

I watched as the gate agent took no notice of his odd appearance. I did.

I watched as he got in line to board the plane as boarding was called. Ahead of me.

Sweating profusely. Smelling of alcohol. Puffing a lit cigarette in the departure lounge of an international airport.

And, I just watched.

Three seats down from me, another passenger waiting to board my flight apparently saw the same thing, and as the disheveled passenger was about to board, rose from his seat and confronted the man. He called to the gate agent to summon security. As soon as he rose and approached the man, so did four other men in the gate area. I was one of them. We surrounded him until security could arrive. They detained him, and he did not board our plane.

Later, I read about him in the newspaper. He was found to have strapped about his chest a vest full of C4 explosives. They proved to be fake, and he claimed he was just testing to see if the airports were any safer after the attacks.

Thanks to the man three seats down from me, they were. What if this passenger had boarded? What if the explosives were real? What if he had blown up the plane? My plane. That day, I stopped being a bystander.

For most of my life prior to that point, I stuck up for myself pretty well, when it was my ox being gored. I let other people fend for their own oxen. Most of us do. I tried to steer away from conflict, and to avoid being pulled unnecessarily into situations that were other people’s problems. The man three seats down from me was truly courageous. I was only courageous enough to stand and confront the man once someone else had done so. Once there was strength in numbers. Yet, I saw something that was wrong. It was about to happen. And, I decided not to act. Never again. Now, I am the first person to trust my instincts, pay attention to the gift of fear, and intervene. I don’t stand idly by, because there really are no innocent bystanders.

As members of a community, we all have a duty to act. Not just to save ourselves, but to protect the rights, well-being, and safety of others. We have all been in positions where we knew something was wrong. Some of us watched. Some turned away. Very few of us did anything. For most of us, intervening is not a natural instinct. But, it can be taught, and it can be learned. “What if the Plane Blew Up?” is about empowering bystanders with the right, the will, and the skills to intervene. Through stories, audience participation, and motivational exercises, audience members will be inspired not to be one of the four guys who waited in the departure lounge, but the one man or woman who did something because they had to.

Audience members will learn that when they see something amiss, often others do as well. If you act first, as a leader, you will find that the other four who are watching will soon have your back. But, if you do not lead, no one may follow.

This one-hour program is aimed primarily at all-male audiences, but it can be offered to all-female audiences or audiences of mixed genders. There are many ways in which bystander intervention will make a difference on a college campus, and “What if the Plane Blew Up?” can be focused on specific issues, depending on your needs. High-risk Drinking. Hazing. Sexual Assault. Prejudice. Or, it can be directed at multiple topics in which intervention can make all the difference between a crime and safety. Between life and death. Between right and wrong.

We all know that encouraging bystander intervention is key to safer campus communities, but it is difficult to figure out just how to inspire intervention by students. This program has been designed specifically to help you empower your students to act to make a difference.

SEXUAL ASSAULT AS AN EXAMPLE

Take the example of sexual assault. We know from the research that most men are not rapists. But, we also know that most rapists are sociopathic repeat offenders. Rape is rarely the result of misunderstanding or miscommunication. We endeavor to educate potential perpetrators with prevention programs, and to encourage risk reduction for potential victims, but is there really any educational program that is going to convince a sexual predatory to stop his (or her) behavior? Will empathy induction do it? Doubtful. Will a “here is the law and here are the consequences” approach stop serial rape? Why should it? There is really only one way to stop a predator. Catch him and put him away. So, should colleges just give up? No. Get a group of students together and ask them if they can identify other students who are predatory (or who haze, or who stalk, or who hate, or who are abusing alcohol to the point of injury to self or others). Every student will tell you they know of someone. If they do, our challenge is to motivate them to ask what they are going to do about it. Intervene. Maybe they won’t go to the Dean, or to the police, but maybe they will confront the individual. Say something. Let them know they are on the radar screen. “What if the Plane Blew Up?” is not about making students into tattletales. No one wants to be seen as a rat. Millennials have far too much loyalty for that. But, they also don’t like to put up with the misdeeds of others. All they need is a little push in the right direction. They need to understand enabling behavior and learn techniques for low-risk, high-impact intervention. That’s what this program is all about.

WHAT IF THE PLANE BLEW UP – BULLYING VERSION

Just as bystanders can be empowered to engage to prevent situations of sexual assault, suicide, alcohol abuse, and other risks, they can become effective at intervening in bullying situations, both online and in person. Bullying is developmental – it’s common to be bullied and to bully in youth, but when those behaviors are severe or persist into adulthood, action must be taken. How to engage bullies, ally with the bullied, and constructively address and defuse bullying situations will be addressed in this presentation. Students will be motivated to act and given tools to do so safely, constructively, and effectively.

STUDENT TESTIMONIAL

Sir,

You gave a speech today at my college, and you really hit home to me. I was literally shaking in my seat, my palms were sweaty, and I almost got up to share. I wanted to share with you, but I had an experience that I am not comfortable sharing-let alone in front of a thousand people who think they know me. See… I have never told anyone about my experience. This experience truly affected who I am today, and I wish I could thank the person who wasn’t a bystander for me. I am not over this experience no matter what I tell myself, but the young man made me strong enough to know when to act for the better. I am afraid of confrontation, and I can’t help wonder if it is because of this event, but despite this, I manage to push through. I don’t like confrontation, but I do because I remember the young man. Usually, it is small stuff like sticking up for someone who gets talked about behind their back or picking up something someone dropped and running after them to give it back to them, even if it is only a lost mitten. Like the young man, your stories inspired me and I want to thank you. You are a phenomenal speaker, and I do believe you are changing lives. I think you changed some here tonight.

Very Respectfully,

A Coast Guard Cadet


CIVIL RIGHTS INVESTIGATION CLINICAL SKILLS TRAINING (ONE OR TWO DAYS)

Day One

Fully process and resolve a sexual harassment complaint (faculty-on-student). This training will have participants model the entire process of resolution in a clinical setting with feedback from the presenters and audience. The allegation will be processed through intake, and then to the Title IX Coordinator. Then, a small “i” preliminary inquiry will be conducted. From there, the allegation will be referred to an investigation team (or multiple teams, depending on the training group size. The team(s) will conduct interviews, gather evidence, assess and analyze and recommend a finding. The training is based on a fully scripted case study where multiple individuals will play roles as intake personnel, the Title IX Coordinator, investigators, witnesses, parties and advisors. The allegation will be processed from start to finish, with expert guidance and feedback from the presenter(s) along the way, and an opportunity for the group(s) to debrief their findings and process together at the end of the day.

Day Two

Report writing clinic. Day two can stand alone or be combined with day one to write the report based on the case study from day one. This training will start with discussion of the anatomy of an investigation report. The training will then address each section to include within a report, writing style, credibility assessment, analysis, and finding. Working from the sexual harassment case study script, participants will then write report sections and share for group editing with input from other participants and gentle critical feedback from the expert facilitator(s). Examples of report sections written by the facilitator(s) will be shared and discussed as well. Participants will receive sample template reports for a variety of Title IX covered behaviors as part of the materials for this training.


CREATION OF A UNIFIED POLICY AND PROCESS FOR ALL CAMPUS DISCRIMINATION COMPLAINTS, FOR ALL STUDENTS, FACULTY, AND EMPLOYEES (1-3 DAYS)

Many campuses are struggling to make their sex and gender discrimination policies and procedures compliant with Title IX and Title VII. It is difficult to reconcile processes for staff, students, and faculty when all need to be equitable, but they are administered independently. Each process needs to speak to the others, but there are still issues created by how well-protected faculty processes are, how we bring a Title IX lens to employee issues, and the cases where faculty and staff grieve against students. Instead of struggling to reconcile multiple, conflicting processes, ATIXA consultants can help your campus to centralize all discrimination complaints under one policy and one process, regardless of the constituencies of those involved in the grievance. This simplification creates a stand-alone process overseen by a Coordinator (Title IX and beyond), assuring fairness and equity to all through an efficient, streamlined, civil-rights investigation-based approach.


DOING DUE PROCESS RIGHT: AN AUDIT OF DUE PROCESS PROTECTIONS

ATIXA has been watching as plaintiff’s attorneys have been picking off college after college like flies in the federal courts. With 77 losses since 2013, public and private colleges have become easy targets for lawyers’ claims of due process violations, or Title IX due process violations. The deference the courts used to show college disciplinary decisions just isn’t there anymore, we’ve lost the goodwill of many judges, and now it’s time to bolster our defenses. Isn’t it time to turn the tide of litigation? You’re tired of feeling like a sitting duck for every lawsuit, right?

So, let ATIXA audit your processes under a microscope, before some lawyer in discovery in a lawsuit does it for you. We’ll identify areas of sufficiency and insufficiency, and provide you with a comprehensive report that offers a roadmap to tightening your due process defense posture, and helping to assure that your college is much less susceptible to successful due process claims, either arising from the conduct process or the Title IX resolution process. Our audit can look at student, faculty, and/or staff policies and procedures, depending on how deep you wish us to look.

We’re experts on procedural protections that you might never have even considered, such as the due process implications of investigation interviews, sharing investigation reports, interacting with legal counsel as advisors, conflict-of-interest in decision-making, making your recusal process viable in the event of bias, cleaning up the vulnerabilities presented by appeals, and assuring your recordkeeping will hold up in court.

Here is a sample agenda of what a confidential audit by ATIXA’s attorneys can offer you:

Two-day site visit (all policies, procedures, and related correspondence documents to be reviewed off-site prior to site visit):

DAY ONE

  • Fact-gathering and focus groups with stakeholder constituencies to help assess the current campus climate and thinking on procedural protections offered in the conduct and/or Title IX resolution processes
  • Assessment of sufficiency of Clery/VAWA procedural protections
  • Review of hearing officer training materials.Review of investigation procedures/grievance process/tenure/unions, etc.

DAY TWO

  • Review of any outcomes assessment of the conduct and/or Title IX processes that have been conducted by client
  • Meeting with investigators
    Meeting with student conduct decision-makers
  • Meeting with Title IX decision-makers
  • Meeting with employee discipline decision-makers (optional)
  • Meeting with appeals officer
  • Selected case file review
  • Review with client of pertinent lawsuits, OCR investigations, and planning process around revision of procedural protections

OPTIONAL DAY THREE (can be done off-site, telephonically)

  • Consultant attendance/observation at a hearing/deliberation

DELIVERABLE: A verbal and/or written report of sufficiencies and deficiencies, with recommendations for changes to practices, protocols, procedures, case documentation, and policies, using a 40-point assessment tool developed by ATIXA’s field-leading experts.


EXECUTIVE-LEVEL BRIEFING ON TITLE IX COMPLIANCE AND THE HOT-BUTTON ISSUES NEEDING ATTENTION

This workshop can be provided to senior-level administrators, the President’s cabinet, and/or Boards (Trustees, Visitors, Curators, etc.), depending on your needs. We can also provide this content for all three groups, if desired. We are constantly updating this content as new regulations and cases unfold, so that the most senior-level campus decision-makers are fully briefed on what needs to be done, where their attention should be focused, and the real-world costs of neglecting hot button Title IX compliance issues. We will customize this training to your audience, your needs, and your priorities. Many boards and cabinets have benefitted from this briefing already this year, in person and by Skype, all over the country.

Civil Rights Investigation Clinical Skills Training (One or Two Days)

Day One

Fully process and resolve a sexual harassment complaint (faculty-on-student). This training will have participants model the entire process of resolution in a clinical setting with feedback from the presenters and audience. The allegation will be processed through intake, and then to the Title IX Coordinator. Then, a small “i” preliminary inquiry will be conducted. From there, the allegation will be referred to an investigation team (or multiple teams, depending on the training group size. The team(s) will conduct interviews, gather evidence, assess and analyze and recommend a finding. The training is based on a fully scripted case study where multiple individuals will play roles as intake personnel, the Title IX Coordinator, investigators, witnesses, parties and advisors. The allegation will be processed from start to finish, with expert guidance and feedback from the presenter(s) along the way, and an opportunity for the group(s) to debrief their findings and process together at the end of the day.

Day Two

Report writing clinic. Day two can stand alone or be combined with day one to write the report based on the case study from day one. This training will start with discussion of the anatomy of an investigation report. The training will then address each section to include within a report, writing style, credibility assessment, analysis, and finding. Working from the sexual harassment case study script, participants will then write report sections and share for group editing with input from other participants and gentle critical feedback from the expert facilitator(s). Examples of report sections written by the facilitator(s) will be shared and discussed as well. Participants will receive sample template reports for a variety of Title IX covered behaviors as part of the materials for this training.


FACULTY CONSENSUAL RELATIONSHIPS POLICY DEVELOPMENT

Faculty are resistant to limitations on their abilities to fraternize with students and amongst each other. Rightfully so. This workshop encourages faculty to take on voluntary restrictions, or implement self-governance policies-to great effect! Faculty often view these policies are as an attempt to take away their power or rights. Another perspective is shared that enables faculty to see these policies as strong self-protection. Different policy models are explored, and rational language is proffered. Extending the policy to staff, to RAs, and creating exceptions is all in the details. Sometimes, faculty believe that if they enter into a relationship with a student, there might be penalties. This workshop is more about eliminating power differentials and the potential for ugly legal consequences for pursuing romantic liaisons at work.


INVESTIGATIONS TRAINING (ONE TO FOUR DAYS)

For years, campuses have sought models of resolution for campus sexual misconduct complaints that provide fairness, balance and a measure of outcome satisfaction for the participants. For the most part, we’ve failed miserably. At best, we have tweaked our processes to minimize secondary victimization of complainants, but adding no further harm should not be our yardstick for success. Throw in the possibility of concurrent criminal prosecution, and the potential difficulties multiply.

That’s simple. We’re trying to fit campus sexual misconduct into a student conduct/discipline framework like hazing, a roommate conflict or some similar developmental challenge. Campus sexual misconduct is more accurately seen not as a conduct issue, but as a civil rights discrimination. It’s humane, effective, efficient and can be integrated with relative ease into our current hearing and resolution models. We need to take a page from HR, and create a civil rights investigation model for addressing campus sexual misconduct. Civil rights investigation is not police-led investigation, and it is not the same as investigating a student conduct violation. It is a very specific, highly specialized skill-set.

Click here for a sample agenda.


SEXUAL ASSAULT RESPONSE-TRAINING FOR RAS AND OTHER KEY PERSONNEL

A student comes to you, seeking help in the aftermath of sexual violence. Will you have any idea of what to do? What are the best practices for helping a victim in need? What is the critical information you need to convey to someone who has just been assaulted? Will certain practices help the college to provide better assistance, thereby reducing the potential for liability? What is the significance of paper bags? Who should collect evidence? Should a victim shower? How long can the hospital collect bodily fluid samples? Will insurance cover an emergency room visit? What is a SANE? All these critical questions, and their answers are part of this useful training.


SEXUAL ASSAULT/HARASSMENT TRAINING FOR HIGH-RISK POPULATIONS

This is a specialized training for coaches, Greek leaders, and/or athletic leaders on risk management of sexual assault and sexual harassment. Topics include how to recognize problematic conduct, how to intervene, how to help a victim, best practices for responding to a complaint, legal duties of reporting, confidentiality, informal reporting, recordkeeping, and retaliation. Special considering is given to false-reporting, investigation responsibilities, the rights of accused students, and the special vulnerability/responsibility of students of campus prominence, such as Greeks and athletes.


STRATEGIC PROGRAMMING

This workshop will share the concept and design of a four-year programmatic strategy addressing high-risk student health and safety issues. The goal is for campus programmatic efforts to be developmental, progressive, consistent, and message-reinforcing. We’ll discuss the importance of a master calendar and a centralized programming office or committee. We’ll talk about programming boards and student activities and ask where the campus topic specialists are based on campus. Themes or topics need to be chosen and narrowed. Maybe this year the focus will be on hazing and campus climate, with less emphasis on some other issues. Maybe alcohol and sexual assault are your top priorities. We’ll look at whether there are times of each year when programming on this topic makes more sense than others? And, we’ll discuss how a progressive curriculum can be devised and implemented, taking students through an accretive process where one program builds upon the last, toward a level of competence that can be assessed and demonstrated.


STUDENT-ON-STUDENT SEXUAL MISCONDUCT PREVENTION PROGRAM

90% of college sexual assault occurs in the presence of alcohol or other drugs. How alcohol affects sexual consent is THE issue. Students don’t get it. They go out, get drunk, hook-up, with no thought for the consequences. This interactive program, “Drunk Sex or Date-Rape: Can You Tell the Difference” has been presented on over 2,000 college campuses. This is an interactive program where the audience gets to be the jury-based on a real-life case. The jury hears the facts, learns the law, and takes a vote on guilt/innocence. No two juries vote alike, and students are outspoken in their views. The case is controversial, and a great conversation starter. Students think about what incapacity means, and how it impacts sexual consent. More importantly, they reflect on their own behaviors and choices.


THE FIRST AMENDMENT AND SEXUAL HARASSMENT POLICIES

Some of the most difficult and complex student and organizational behavior issues that arise are those that involve the First Amendment to the U.S. Constitution. It is critical to understand the issues related to speech, religious expression, the student press or rights of assembly. It is also important to remember that “speech” may take many forms and that many methods of expression are constitutionally protected. Rapid technological advances have spawned an increasingly broad milieu of venues for expression; not only on campus but around the world. Consequently, administrators must consider student expression that is beyond simply the spoken word on the campus proper.

While the First Amendment may seem fairly straightforward, the reality is that at public colleges and universities, the First Amendment is often inadvertently or purposefully violated and First Amendment issues remain complex, dynamic and vexing. Key to what critics allege are collegiate “speech codes” are our policies on diversity and harassment. “Free speech zones” and discrimination by religiously-affiliated student organizations are also hot buttons. Our policies and practices must be reviewed and revised so as to withstand constitutional scrutiny.

Public colleges and universities strive to create a learning environment that is truly reflective of the “Marketplace of Ideas” while supporting and enhancing the educational experience of traditionally marginalized, and historically vulnerable, individuals and groups. Providing a balance between these two aspirations creates challenges to the campus that are charged with emotion, and constrained by law, leaving campus administrators with the critical question of “who can say what, where and when”. Too often, conflict is played out very quickly and publicly, with intense media scrutiny, and a legal challenge. This leaves little time for concerted analysis.

An increasing number of legal challenges to our institutions on the basis of in 1st Amendment rights include the following issues:

  • Campus Speech Codes
  • Harassment Policies
  • Campus Access Policies
  • Literature and Posting policies
  • Student Organization Recognition
  • Student Press
  • Campus Mascots
  • E-Mail banners/signature Lines
  • Free Speech Zones
  • Diversity policies and training

The First Amendment isn’t an all-or-nothing concept, however, and there are ways that institutions can put structures in place to maintain the campus for its primary purposes of teaching and learning without abandoning the principles of the First Amendment.

More colleges and universities have unconstitutional “speech codes” now than when they were first introduced in the late 1980s and early 1990s. Having been found to be consistently unconstitutional by a number of courts, why have they resurfaced as a perceived “control mechanism” on college campuses?

How have anti-harassment policies required by federal law become de-facto speech codes in practice? Can guidance gleaned from previous court cases be used to help develop common sense space and facility use policies? What other policies and procedures related to the First Amendment should be critically reviewed?

This presentation provides an in-depth review of the broad scope of First Amendment challenges facing colleges and universities today including: space and facility use of campus and outside groups; organizational recognition; academic freedom of students and faculty; posting and literature distribution; use of signs and displays; sound amplification; registration requirements; identification of specific speech zones and other common questions. All areas of discussion are accompanied by presentation of relevant case law.

This highly interactive workshop will both educate and challenge. It can be designed for a 2 hour session, a 4 hour session or a full-day session.


TITLE IX OVERVIEW ASSESSMENT

ATIXA has developed a one-day on-site overview assessment for campuses looking to benchmark their compliance with Title IX and the best practices in the field. Are you as good as you think you are? Are you better off than you think? Are there a few departments where more attention is needed? Do you need a complete rethink or a few tweaks to fine tune? The only way to find out is to schedule a visit with the experts from ATIXA. During our on-site visit, we’ll meet with key stakeholders and groups, review policies and practices, and assess documentation of recent cases to give you a snapshot of the priorities for bringing your campus into better compliance and better practices. At the end of the day, we’ll give you an oral summary of our findings, and then after the visit, we’ll deliver to you a point-by-point written report of specific findings, compliance suggestions, and best practice recommendations. Each assessment is different, and not every nook and cranny in every department can be audited in a day, but the one-day assessment will be enough to point you in the right directions, give you a sense of your realistic needs, whether you have adequate resources in place, and what it will take to get you to where you want to be. Stakeholder meetings can include:

  • President, Cabinet, Trustees
  • Housing and Residence Life
  • Student Conduct
  • Human Resources
  • Affirmative Action/Equity Office
  • Legal Counsel
  • Women’s Center
  • Victim Intake/Advocacy
  • Athletics
  • Campus Law Enforcement
  • Student Leaders
  • Targeted Focus Groups
  • Disability Services
  • Other Key Departments, Individuals or Groups You Identify

Click here for a sample agenda.


TITLE IX SEXUAL HARASSMENT COMPLIANCE WORKSHOP

If yours is like most colleges, sexual harassment is one of your top five liability areas. Yet, most colleges are not compliant with the legal mandates of Title IX as they pertain to sexual harassment, let alone best practices for the field. Title VII gets all the attention, but employment-based claims are yesterday’s news. Student-on-student claims are way up, and student affairs administrators are not as well prepared as HR for the investigation and resolution of these issues, especially when the sexual harassment has a physical component. This workshop can be addressed to faculty, administration, staff, students or other pertinent groups, helping colleges to assure compliance with Title IX, proper reporting, and appropriate responses.


TITLE IX TUNE-UP (ONE DAY)

Have a consultant from ATIXA visit your campus for a day for our Title IX Tune-Up. Consider the value of a day-long concerted focus on Title IX for your campus, from the Title IX experts!

There is so much Title IX information floating about, that it can often be difficult to focus in on the priorities. Often, a consultant can be just the catalyst you need to move initiatives forward or to help problem-solve challenges facing your campus.

Over the course of a day-long visit, one of ATIXA’s twenty-two (22) Title IX experts can catalyze change, offer training, increase stakeholder buy-in, help you to improve compliance, or go beyond compliance. While every Title IX Tune-Up visit is customized for your campus needs, a basic example of a one-day visit schedule might be:

8:30am – 10:00am – Update on the Title IX Legal Landscape: Lawsuits, Litigation, and Legislation

10:00am – 11:00am – Training for Mandated Reporters

11:00am – Noon – Title IX and Athletics: Briefing and Update

Noon to 1:15pm – Cabinet-Level Title IX Briefing and Working Lunch: Top Issues to Keep Your Eyes On

1:30pm to 3:00pm – Policy workshop (review of sexual misconduct policies, VAWA, Clery Act ASR, etc.)

3:00pm to 4:30pm – Strategic prevention task force meeting: VAWA, Bystander Intervention, and Beyond

Any of these sessions can be combined and/or changed in length or content as needed. Additionally, you might substitute any of the following topics to get the customized visit most beneficial for your campus:

  • Appeals Officer Training
  • Investigation Report Review Clinic
  • Title IX Investigator Training Brush-up
  • Hearing Panel Training
  • Title IX Recordkeeping
  • Advocates and Confidential Employees training
  • Intake and First Response
  • Title IX Training for Ras/Housing/Residential Life
  • Designing a Program for Campers and External Programs
  • Prevention Program Assessment
  • Establishing MOUs with Law Enforcement, Outside Agencies, etc.
  • Climate Survey Design, Implementation and Assessment
  • Communication Protocols for Title IX Cases
  • Forming and Managing a Title IX Team
  • Title IX Deputy Coordinator Training
  • Designing Your VAWA Brochure
  • Case-specific Review and Debrief
  • Protocols for Pregnant and Parenting Students
  • Best Practices for Title IX and LGBTQiA Rights
  • Title IX Caseload and Workflow Management
  • Title IX Staffing/Resources Assessment
  • Title IX and Faculty Rights
  • Title IX and BIT Intersections
  • Preparing for Legislation on the Horizon
  • Title IX and the First Amendment
  • And many more…

We’ll answer your questions, and get you scheduled for your Title IX Tune-Up today.

To learn more, click here.


TITLE IX, ACADEMIC FREEDOM AND FREE EXPRESSION IN (AND OUT) OF THE CLASSROOM (90 minutes)

In today’s climate of microaggressions and hotly contested issues surrounding sexual harassment and discrimination based on sex, race, ethnicity, religion, sexual orientation, etc., faculty members often find themselves uncertain about what can, may, should or should not be said or expressed in class. The boundary between free expression, academic freedom and harassing speech is one that needs greater clarity. This training is designed to provide it.

Pedagogical methods have always been evolving, and today’s issues seem to be accelerating the conversations around not just teaching, but reporting responsibilities as well. This session will discuss recent cases, the evolution of the law, duties surrounding reporting requirements, the evolving definition of academic freedom and its intersection with free speech. Does the institution control academic freedom? How much of it is owned by faculty? Do faculty have to respect the academic freedom of students? How does the heckler’s veto play out in classroom discussions of controversial topics?

This training can also address issues of consensual relationships and institutional policy governing such relationships, as an option.

Participants will be given real-world examples drawn from experience to take back to their classrooms and offices. Discussion and Q&A time will be allotted.


VAWA SECTION 304 DAY-LONG WORKSHOP (CAMPUS SAVE ACT)

Using the ATIXA Training Checklist as a guide, the ATIXA Consultant will work with the institution to ensure that all training mandated by law is addressed in this planning session workshop.

Topic: Implementing a Strategic Education, Training, Prevention Awareness and Risk Reduction Curriculum.

  • Dialogue-based assessment of existing program and strategy (1-2 hours)
  • Determination of whether an effective strategy, programmatic elements, delivery mechanisms, oversight, accountability and quality-control are in place (1 hour)
  • Identification of programmatic gaps/weaknesses (1 hour)
  • Development/refinement of strategy (if needed) (.5 hours to 2 hours)
  • Programmatic elements (by audience of employees, new employees, students, new students, faculty, resolution administrators, etc.) (balance of the day):

Primary prevention, awareness, risk reduction, training

  1. Means
  2. Dosage
  3. Content
  4. Effectiveness
  5. Accountability
  6. Audience
  7. Integration into comprehensive strategy

YOU KNOW YOUR STUFF, BUT CAN YOU CONNECT? A FACILITATION TRAINING FOR PEER EDUCATORS

Peer education is a powerful tool for prevention and risk reduction. Many campuses use peer education to great effect. Peer education is most effective when the training provided to peer educators is of high quality. Two of the toughest skills for peer educators to master are the art of facilitating dialogue, and how to answer student questions creatively and accurately. This workshop will provide you with training from some of the most skilled facilitators addressing high-risk student health and safety issues on college campuses today. We have faced the toughest questions students have, and have learned what answers provide the best educational impact. We have faced tough facilitations, heckling, disinterested students and defensive students. We are experts at creating connections with audiences, and opening men and women to dialogue on sensitive issues. In this workshop, we will share our strategies for success with you.

For more details, contact Kate Halligan, Vice President for Client Relations at kate.halligan@atixa.org.