dramatic presentationduring first-year orientation.1 Together, these programsmake up the education that first-year students receive over the course of theirarrival at Trinity. Further,education does take place, albeit in lesser amounts, at higher grade levelsprincipally through voluntary involvement in various campus organizations andcommunities. In their sophomore year, students receive mandatory bystanderintervention training from the Women and Gender Resource Action Center (WGRAC).Further, students who seek membership in Greek social life organizations andthose who are members of Trinity-sanctioned sports teams are also required to attendtraining from WGRAC. The aforementioned programs are also offered to anyorganization or entity affiliated with the college that requests training.2 Moreover, WGRAC proffers amyriad of programs whose intent is to inculcate proper education for students,specifically: Take Back the Night, the Vagina Monologues, and Voices Raised inPower. Each of these programs represents further opportunities for educationaloutreach to students and are also largely student-driven educationalinitiatives; however, they are not compulsory and, therefore, their message maynot always carry appreciable efficacy.
WhereasTrinity College has clearly continued to make efforts in recent years toaddress the pervasiveness of sexual assault on campus, the issue remains anendemic one due largely to a lack of financial resources and programming at recurrentintervals. Indeed, without mandatory educational programming per annum, there isa marked increase in the likelihood that invaluable information will not beretained by students, ergo, increasing program frequency is imperative.3 Furthermore, without the dedicationof requisite financial resources, the effectuation of new programs will remainan impossibility, thereby further restricting educational initiatives.I. SexualAssault Education: A Five-Point Plan for SuccessHerein are five propositions that supplementcurrent programs with the objective of redressing the continued preponderance of sexual assault atTrinity College, bearing in mind that considerable and efficacious efforts haveheretofore been undertaken on behalf of the College by various entities,including the Dean of Students Office, the Title IX Coordinator, and the WGRAC,among others.
I. Increasethe Readability of Informational LiteratureTrinity presently simplifies andexplicates its Policy on Sexual Misconduct4in the informational booklet “Your Rights—Your Options,” which outlinesthe complaint filing process, the levels of employee responsibility, and theoptions available for students to redress their grievances.5While this document makes an effort to elucidate Trinity’s guidance, there areinteresting alternatives to make the information more accessible that have beenundertaken at other institutions of higher education. One of the most promisingis the concept of an informational process flowchart, describing through visualstep-by-step directives the actions taken by the school and the individualfollowing the filing of a report. Trinity uses a flowchart model within itspublication, but its emphasis on employees and their responsibility levelsrather than the process itself leaves room for amendment. Indeed, the process flowcharthas been incorporated into the policies of a myriad of institutions, including IthacaCollege and the University of California Berkeley and has seen considerable success.6The simple adoption of a flowchart model that emphasizes the process engendersan easier dispensation of sexual assault reporting information for students andrequires limited financial resources. II.
MandatoryYearly Sexual Assault Educational Programming As has heretofore been indicated, thefrequency of sexual assault education is a critical factor with respect to ensuringgreater reporting and a concomitant reduction in incidences of sexual assault. Therefore,augmenting voluntary programs offered by WGRAC with yearly reviews of sexualassault education is imperative towards assuring its reduction. The currentprogram— “You, Me, We”—offers an excellent introductory education for freshmanand should be retained, as should the bystander training proffered tosophomores. For juniors and seniors, programming should occur,7with an emphasis on addressing sexual assault in a more forthright manner.
Indeed,implementing a program for upperclassmen that is more multifarious in itscoverage should be acquired and retained by Trinity. III. Gender-SpecificPrevention ProgramsGender-specific prevention programshave demonstrated considerable efficacy with respect to increasing theexpansiveness of sexual assault education. Indeed, a program that meets theaforesaid parameters has been adopted by the Universities of Alberta, Calgary, andWindsor and has exhibited considerable improvement with respect to curtailingthe culture. The program educates only female students on ways to detect anddeter attempted rape and has considerably reduced the risk of sexual assaultfor those who participated in the program.
8Ergo, consideration should be given to gender-specific preventative programs byTrinity. IV. MandatoryYearly Alcohol Educational ProgrammingAlcohol is concomitant with sexualassault and is indeed a factor in the majority ofcases.9As with the frequencies of sexual assault education, concurrent educationapropos alcohol consumption is imperative towards informing students about theimplications of alcohol use. Programs such as the social norms campaign thathas been implemented at Dartmouth College are an example of those that divergefrom a traditional classroom setting but aim to raise considerable awareness with,again, an investment from members of the student body.
10Herein, Trinity College should indeed consider the adoption of a social normscampaign surrounding alcohol consumption so as to maintain an awareness amongststudents of both alcohol prevention contemporaneous with sexual assaultprograms. V. MandatoryPrograms Directed by StudentsFurther, actively involving studentsnot only in the implementation of voluntary programs but also in those that aremandatory allows students to become invested in the mitigation of sexualassault. Institutions such as Boston College and Colby have undertaken “peer-ledtraining sessions” for students in their sophomore year—specifically on thematter of bystander training—which offers students an opportunity to becomeengrossed in the mission of the institution and in the mission of itsprogramming.11Indeed, peer-led programming is evident in a number of initiatives highlighted inthe Task Force report, including the “It’s On Us Pledge” and the “Green DotProgram,” and Trinity should indeed consider these in its offerings.12Thismemorandum implores the aforementioned to consider the inclusion of theseprograms at Trinity College, as they are indeed critical apropos attenuatingsexual assault, with an understanding that the institution mustfirst attain the concomitant fiscal appropriations. 1 “About,” Speak AboutIt, last modified 2016, http://speakaboutitonline.com/about/.
2 Adrienne Fulco andLaura R. Lockwood, “Title IX: Changing Campus Culture” (lecture, TrinityCollege, Hartford, CT, December 7, 2017). 3 McMahon, “SexualViolence on College Campuses,” 362. 4 Sexual AssaultResponse Team (SART), Your Rights—Your Options(Hartford, CT: Trinity College, August 2017). 5 Trinity College, Policy on Sexual Misconduct (Hartford,CT: Trinity College, 2016). 6 Hardison et al.
, Evidence-based Review of Sexual AssaultPrograms, 12. 7 Task Force to Protect Students from Sexual Assault, Preventingand Addressing Campus Sexual Misconduct, 8-9.8 Jan Hoffman, “CollegeRape Prevention Program Proves a Rare Success,” The New York Times, June 10, 2015, https://www.nytimes.com/2015/06/12/health/college-rape-prevention-program-proves-a-rare-success.html.9 Antonia Abbey, Ph.
D.,et al., “Alcohol and Sexual Assault,” NationalInstitute on Alcohol Abuse and Alcoholism, vol. 25, no. 1 (1997): 46. 10 “Social NormsCampaign,” Dartmouth College, last modified 2017, http://www.
dartmouth.edu/~healthed/focus/aod/norms.html.11 Task Force of the National Advisory Council on AlcoholAbuse and Alcoholism, National Institutes of Health: U.S.
Department of Healthand Human Services, Final Report of the Panel on Prevention and Treatment (April2002). 12 White House TaskForce, Preventing and Addressing Campus SexualMisconduct, 18.