|Program Title||Get Inclusive – Title IX and Campus SaVE Module for Employees and Students|
|Overview||The mission of Get Inclusive is to “create more inclusive communities” through online trainings designed to raise awareness and instill participants with skills to identify and intervene in risky or potentially dangerous situations. Online trainings for faculty, staff, and students fulfill federally mandated education in accordance with the Campus SaVE Act. Get Inclusive also offers Title IX modules for employees as well as Diversity and Inclusion trainings for students and staff to provide an intersectional approach to violence prevention and positive culture shifts on campus.|
|program name||level of evidence"Supported by evidence, promising direction or emerging"||bystander"Bystander programs engage men and women not (primarily) as potential perpetrators or victims, but rather as potential bystanders to situations involving sexual or intimate partner violence. Bystander prevention programs presume that all members of the community have a role in shifting norms to prevent violence.... The bystander model includes tools and ideas for action and strongly encourages each person to make a difference." (Gibbons & Evans, 2013, page 5)||empathy"Empathy-based programs give participants the skills to understand sexual violence, provide compassionate responses to disclosures, and reduce the likelihood of sexual assault perpetration by males." (Gibbons & Evans, 2013, page 4)||dispelling
rape myths"These programs address common misconceptions and myths about circumstances, causes, and realities of sexual violence. Topics often include rates of assault and reporting, definitions of consent, and clarifying common circumstances of assault." (Gibbons & Evans, 2013)
|alcoholThese programs discuss the role alcohol plays in sexual violence and how drinking impacts the communication of consent.||otherAdditional topics of focus are listed here.|
|Get Inclusive – Title IX and Campus SaVE Module for Employees and Students||Promising Direction||X||X||X||also offered: diversity and inclusion training|
Get Inclusive Campus SaVE training includes videos and transcripts, self-reflection journaling, and media clips. Topics covered in the Campus SaVE training include: definitions, College/University’s Statement, primary prevention, bystander intervention, behaviors and norms, empathy building, and strategies for risk reduction. Sections can be fully customized in terms of content to ensure all students and staff are provided with a common campus specific language for the topic and understanding of school policies. Self reflection activities throughout the training provide optional journaling boxes with questions to consider. Participants are asked to reflect on their options and reactions when witnessing sexual or relationship violence between strangers and acquaintances, as well as on their own life experiences.
The Title IX optional add on for faculty and staff covers Title IX and the Office of Civil Rights, Dear Colleague Letter, Sexual Harassment, Sexual Violence, Consent and Signs of Sexual Violence, Reporting Sexual Harassment or Sexual Violence, The Clery Act and Reporting.
Get Inclusive Campus SaVE training is provided in a single sessionCampus SaVE. Training lasts 20-40 minutes for students and for staff (including the Title IX module) lasts 40 minutes.
Administrators are able to distribute the program via email through Get Inclusive and track the progress of participants from receipt of the initial email to completion. There is no minimum or maximum number required allowing the program to be used on any size campus. Progress data can also be downloaded as a spread sheet for independent analysis and organization. Follow up reminders and emails can be sent to participants who have not yet completed the course to ensure full compliance. Participants can access the training on the computer as well as smart phones and complete it at their own pace. Additional Diversity and Inclusion Training includes 8 modules which last 1 hour each.
Undergraduates, graduate students, faculty, staff
|Theoretical basis for approach||
The Campus SaVE training centers around the concepts of Bystander Intervention and Empathy Building. Both of these approaches to violence prevention are supported by ample research in the field. Self-reflection exercises are included throughout the training to encourage participants to reflect on the material covered and apply it to scenarios in which they are bystanders to dangerous or potentially risky situations. Research has shown journaling to be an effective tool in facilitating self-reflection and self-awareness (O’Rourke, 1998). There is also evidence that writing and reflecting on situations improves one’s empathy and effectiveness in similar situations in the future (Kotsokalis, 2008).
Data collected by Get Inclusive via Pre and Post Tests of Campus SaVE Trainings has shown increases in participants’ confidence in their skills as bystanders and likelihood to intervene in a potentially dangerous situation.
|Participating colleges and universities||
|Considerations for administrators||
Online programs like this one will be most effective as a compliment to in- person and other ongoing programming. As a single dose program, it may allow participants to learn language vital to understanding the topic and campus- specific language. This base of knowledge can allow further trainings to be more efficient. Combining the Diversity and SaVE trainings could reinforce concepts of bystander intervention and present a wider breadth of situations in which one might feel compelled to take action against harmful behaviors. Addressing as many forms of oppression as possible may help to build a more communicative, introspective, and ideally respectful campus culture based on including people of all identities and experiences.
|How to access this program||
Visit Get Inclusive’s website to request a free demo. The program is priced at $1 per student and $3-5 per employee.
Kotsokalis, M. L. (2008). The effects of journaling on the perception of the overall course experience of community college nursing students. [Doctoral dissertation]. Available from ProQuest Central. (304378146).
O’Rourke, R. (1998). The learning journal: from chaos to coherence. Assessment and Evaluation in Higher Education. 23(4): 403-413. doi:10.1080/0260293980230407