| Chapter 21-4 - NVAA 1999Chapter 21 Special Topics Section 4, Campus Crime and VictimizationAbstractCrime on college and university campuses first captured media attention in the mid-1980s andbrought the issue into public view. Civil suits filed by victims and surviving family membersof homicide victims against universities and administrators served as the prelude to successfuladvocacy for federal legislation that requires colleges to compile and publish annual campussecurity reports. Such federal laws, and the programs, policies, and procedures that have sincedeveloped, have served to enhance safety, security, and crime victim assistance on manycampuses.Learning ObjectivesUpon completion of this section, students will understand the following concepts: Federal laws that address the problem of campus crime. How crime victims use civil remedies to combat crime on college campuses. Barriers to increased reporting of campus crimes, along with recommended solutions toincrease reporting. The critical elements in developing a comprehensive victim services program for campuses.Statistical Overview For each of the years 1992-94, violent crimes were reported by about 25% of postsecondaryinstitutions with reporting requirements pursuant to the Campus Security Act. For 1994: - Less than 0.5% reported a murder on campus. - 9% reported incidents of forcible sex offenses. - 12% reported robbery. - 18% reported aggravated assault (Lewis and Greene 1997). On-campus arrests for liquor law violations, drug abuse violations, and weapons possessionwere reported by about 10% of the institutions in each of the three years. Public 4-yearinstitutions, those with campus housing, and larger institiutions were more likely to reportarrests for all three crimes than were other types of institutions, those without campushousing, and smaller institutions (Ibid.). Regarding services or programs that foster campus safety: - Two-thirds of all institutions limit access to academic buildings during nights andweekends, give safety presentations to campus groups, and publish and post safetyreminders on campus; - One-third have victims' assistance programs, and 12% have night-time shuttle or vanservices; - 90% of institutions with campus housing indicated that they limited access to residencehalls (Ibid.).IntroductionFew issues affecting colleges and universities captured media attention more dramatically inthe last decade than violent crime. Awareness of the incidence of violent crime on collegecampuses burst into the public's consciousness with the reporting of several tragic cases in the1980s. Headlines of major newspaper across the country have described violent incidents oncampuses in California, Pennsylvania, Texas, Minnesota, Virginia, and Florida, to name a justfew. These reports-- . . . put to rest the long-cherished notion that colleges and universities are somehow cloisteredenclaves--sanctuaries far removed from the threat of crime that haunts the rest of us (Carrington 1991).In a focus group on serving victims of campus crime sponsored by the National CriminalJustice Association in October 1998, Office for Victims of Crime Acting Director Kathryn M.Turman observed the following: Campuses are not free from crime. Victims need to understand their rights, and need information aboutboth the criminal justice system and student judicial system. We must mitigate the fact that students whoare victims can be "re-victimized" by systems that often do not accommodate their needs (Seymour andCropper 1999).Federal LawsIn the 1990s, three pieces of federal legislation were introduced and passed in a climate of newconcern about the safety of students on college campuses: the Higher Education Amendmentsof 1998, the Campus Sexual Assault Victims Bill of Rights of 1991, and the Campus SecurityAct of 1990.HIGHER EDUCATION AMENDMENTS OF 1998In October 1998, H.R. 6--Higher Education Amendments of 1998--was signed into law byPresident Clinton. The new Public Law 105-244 includes the following provisions, assummarized by Security on Campus, Inc. (Seymour and Cropper 1999):Campus crime statistics. Manslaughter and arson are added to the categories schools are required to disclose. Campus disciplinary referrals for alcohol, drug, and weapons violations must be disclosed. The reporting of "hate crimes" is expanded. Crimes are to be reported by "category of prejudice." The Department of Education is required to gather all school disclosures made for an annualcompilation that will be made available to the public. The definition of "campus" will be expanded to require the disclosure of crime statistics forcampus food courts operated by contractors, streets and sidewalks running through and nearthe campus, and certain off-campus facilities. Statistics will be disclosed in four categories: - On campus. - Noncampus (i.e., fraternity and sorority houses, remote facilities). - Public property. - Residential facilities for students (i.e., residence halls, apartments, etc.).Open campus police log. Schools will be required to maintain a public police log of all reported crimes. There will be certain exceptions to protect ongoing investigations and victims of sensitivecrimes, such as sexual assault.General provisions. No "duty of care" (i.e., civil liability) is established by the campus security requirements ofthe Higher Education Act. The campus security provisions of the Higher Education Act are formally named in memoryof Jeanne Clery. Universities are potentially subject to a $25,000 civil penalty for violations of the reportingrequirements.Student disciplinary records. The FERPA (FERPA) exception which allows victims of crimes of violence to be informedof the outcome of student disciplinary hearings is expanded to include survivors ofnonforcible sex offenses. FERPA no longer prohibits the disclosure of the "final results" of disciplinary proceedingsinvolving crimes of violence or nonforcible sex offenses. The only name that can bedisclosed without written consent is that of the accused student, and there is no affirmativeobligation that this information be released. Schools will be able to release information about alcohol- or drug-related disciplinaryviolations to parents of students who are under the age of twenty-one.Drug convictions. Students convicted of various drug offenses will lose their financial aid eligibility forspecified periods of time, depending upon whether the conviction was for use or sale, andhow many times they have been convicted.Violence against women. $10,000,000 in grant funding to be administered by the U.S. Department of Justice isauthorized for campuses in fiscal year 1999. Unspecified amounts are authorized for thefollowing four fiscal years. $1,000,000 is authorized to conduct a study on how colleges respond to complaints ofsexual assault. It will be conducted by the Departments of Justice and Education. A reportis required by September 1, 2000.Binge drinking. Colleges are called upon to take steps to reduce binge drinking. Grants are authorized in the sum of $5,000,000 for fiscal year 1999 and for an unspecifiedamount for the following four fiscal years. National Recognition grants for fiscal year 1999 are authorized up to $750,000 for schoolswith successful programs to combat binge drinking.THE CAMPUS SEXUAL ASSAULT VICTIMS BILL OF RIGHTSAmid continued media attention to several cases of alleged sexual assault on college campusesand the reported response of university officials and campus judicial bodies, the CampusSexual Assault Victims Bill of Rights was passed in 1991. This law requires institutions ofhigher education to develop and publish policies regarding the prevention and awareness of sexoffenses and procedures for responding after a sex offense occurs as part of their campussecurity report. A key point in the new statute is the responsibility of university officials toinform students of their rights and provide them with clear information about how to report sexoffenses and about the assistance (medical, legal, and psychological) available for victims. These provisions became effective in 1993. The Department of Education is responsible for the enforcement of the Campus Security Actand the Campus Sexual Assault Victims Bill of Rights and failure to comply could mean theloss of federal funds, including student loan monies. In addition, the reporting requirements ofthe Campus Security Act have been amended twice and the rule-making process has been slow. The most recent amendment, the Hate Crime Statistics Act (28 USC 534) requires universitiesto report whether certain crimes (murder, forcible rape, and aggravated assault) manifestevidence of prejudice based on race, religion, sexual orientation, or ethnicity. The finalregulations governing compliance with both campus crime laws were issued on April 29, 1994.THE STUDENT RIGHT TO KNOW AND CAMPUS SECURITY ACT OF 1990The Campus Security Act was the first federal legislation to address the issue of crime oncollege campuses and reflects a national commitment to increase campus safety. In brief, theAct requires that institutions publish and distribute an annual report which describes securityand law enforcement policies, crime prevention activities, procedures for reporting crimes oncampus, and certain campus crime statistics. The first reports covered the 1991 academicyear.FEDERAL CAMPUS CRIME REPORTING REQUIREMENTSPursuant to the final regulations, the Campus Security Act and the Campus Sexual AssaultVictims Bill of Rights now require that colleges and universities include the following policyinformation and statistics in their annual security reports: Information about the number of occurrences of the following crimes: murder, forcible andnonforcible sex offenses including rape, robbery, aggravated assault, burglary, motorvehicle theft, and arrests for violations of liquor, drug and weapons law violations. Current campus policies regarding procedures and facilities for students and others to reportcriminal actions and other emergencies occurring on campus, policies concerning theinstitution's response to the reports, and a list of the titles of each person or organization towhom students and employees should report the criminal offenses. Current policies concerning security of and access to campus facilities, including residencesand security considerations related to maintenance programs. Current policies concerning the campus law enforcement's authority of police/institutionalsecurity personnel, their relationship with state and local police agencies, authority ofcampus police/security personnel, i.e., arrest powers, and policies that encourage promptreporting of all campus crime to the campus police and local police. A description of the type and frequency of programs designed to (1) inform students andemployees about campus security procedures, (2) inform students and employees about theprevention of crimes, and (3) encourage students and employees to be responsible for theirown security and the security of others. The description of the program should includereference to the manner in which the campus will provide a "timely warning notice" ofviolent crimes reported to campus or local police that are considered to be a threat tostudents and employees. Institutions are encouraged to specify that such action will dependon the particular circumstances of the crime. Policy concerning the monitoring and recording by local police agencies of students'criminal activity at student organizations' off-campus locations, including off-campushousing facilities. Policy regarding the possession, use, or sale of alcoholic beverages and illegal drugs; aswell as any drug or alcohol abuse education programs required by the Drug-Free andCommunities Amendments of 1989 (Public Law 101-226).With regard to certain sex offenses, the institution's statement of policy must include thefollowing information: Education programs designed to promote awareness of rape, acquaintance rape, and otherforcible or nonforcible sex offenses. Procedures students should follow if a sex offense occurs, including who should becontacted, to whom the alleged offense should be reported, and the importance ofpreserving evidence as it may be necessary for the proof of a criminal sexual offense. The student's option to notify proper law enforcement authorities, including on-campus andlocal police, and the option to be assisted by campus authorities in notifying theseauthorities if the student chooses to do so. Existing on- and off-campus counseling, mental health, or other student services for victimsof sexual offenses. Notification to students that the institution will change a victim's academic and livingsituations after an alleged sex offense, if requested by the victim and if the changes arereasonably available. Procedures for on-campus disciplinary actions in cases of alleged sexual offense that shallinclude a clear statement including the following: - The accuser and the accused are entitled to the same opportunities to have others presentduring a campus disciplinary proceeding. - Both the accuser and the accused shall be informed of the outcome of any campusdisciplinary proceedings brought alleging a sex offense. Sanctions the institution may impose for rape, acquaintance rape, or other sex offenses(forcible or nonforcible) following an on-campus disciplinary procedure.Victim Advocacy Through Campus Violence Civil LitigationCampus crime civil litigation emerged in the mid-1980s as a relatively new and formidablelegal strategy to address the problem of campus crime. It caught school administrators bysurprise and threatened the financial resources of colleges and universities, many of whichhave suffered in recent years from declining enrollment and escalating costs. Civil cases have been filed, primarily by students or their surviving family members, againstuniversities, their administrators and trustees. In such cases, plaintiffs seek compensatorydamages for financial losses and pain and suffering as well as punitive damages that areawarded to punish perpetrators and deter others from engaging in similar behavior. Caseshave alleged negligence and gross negligence, and in recent years, civil lawsuits have resultedin large judgments or out-of-court settlements. Generally, lawsuits have alleged unsafe campusconditions. Awards ranging from $50,000 to $2 million for plaintiffs who were victims ofassault and rape have shaken several universities, attracted Congressional and media attention,and led to an examination of security on campuses and institutions' response after a crimeoccurs.One of the more tragic cases involves the torture, rape, and murder of nineteen-year-oldJeanne Ann Clery in her dormitory room at Lehigh University on April 5, 1986. Followingthe conviction and sentencing of Jeanne Clery's murderer, who was also a university student,Howard and Connie Clery filed suit against the university for its negligence in failing to takereasonable action to protect their daughter from foreseeable harm. The amount of thesettlement was not made public, but pursuant to its terms, the university agreed to improvesecurity throughout the campus, particularly in dormitories. Howard and Connie Clery went on to form Security on Campus, Inc., an organizationdedicated to bringing the problem of violent crime on college campuses to the attention ofthose who most need to know: applicants, students, faculty, and staff. Their crusade has hadwidespread results. Since their initial success in securing passage of campus crime legislationin Pennsylvania in 1988, similar legislation has been passed in many states. The Clerys arealso recognized as the driving force behind the first federal campus crime law.Barriers to Reporting Campus CrimeDEFINING CAMPUS CRIMEAt the 1998 focus group on serving victims of campus crime sponsored by the NationalCriminal Justice Association, focus group participants identified two key factors relevant topreventing and responding to campus crime and victimization. A lack of clarity on definitions, which affect how campuses collect and report statistics. There appears to be considerable disparity in how "crimes," "crime victims," and even"campuses" are defined for purposes of reporting and statistical analysis. More consistencyin definitions would undoubtedly result in more accurate reporting and statistics. Focus group participants offered the following parameters for such definitions: - "Campus" should include (for legal purposes) the campus proper but should also embodythe community in which the campus is located. - "Crime" is any activity that is defined by federal, state, and local law or ordinance as"illegal" and can include violation of campus policies. - "Victims" can include students, faculty, staff, outside contractors, and visitors. Jurisdictional issues related to response and assistance and victim outreach can pose abarrier. There is often a lack of clarity in the roles and responsibilities among professionalswho provide victim assistance on campus, in the community, or both. Few respondents toNCJA's national "call-to-the field" or focus group participants identified the consistent useof policies and/or interagency agreements that clarified individuals' and agencies' roles andresponsibilities (Seymour and Cropper 1999).REPORTING CAMPUS CRIMEFor many institutions, gathering and publishing statistics on campus crime were not newconcepts. Approximately 325 universities reported crime statistics to the FBI for inclusion inthe annual publication of Uniform Crime Reports prior to the Campus Security Act. TheUniversity of Washington Police Department has combined a community policing approach tolaw enforcement with an annual report to the university community for more than a decade. Other institutions have been reluctant to release information about violent crimes and havebeen accused of attempting to "cover-up" incidents or to minimize their significance to thepoint of discouraging students from reporting or cooperating with local police departments. Such tactics have become an issue in several civil suits and were the impetus for enactment ofthe campus crime amendments to the Higher Education Act.The recently legislated annual reports of campus crime statistics have been available for mostschools since 1993. However, the changes in some reporting categories and differences inschool reporting practices in the absence of final regulations have made interpretation of thedata difficult. In addition, the increased attention to the issue of crime on campus may wellinfluence the rate at which crimes are reported to campus law enforcement officials. While the crime reports provide previously unavailable information, it is agreed that thepublished numbers provide an incomplete picture of the relative safety of any particularcampus. The policies and practices regarding the handling of individual criminal incidents andthe various campus safety programs must also be considered. In Serving Victims of Campus Crime, the National Criminal Justice Association (NCJA)identified campus culture, lack of understanding about how to report crimes, fear of retaliation,and students' fears about telling their parents about being victimized as significant barriers toincreased reporting: One of the most predominate influences in student reports of crime is the campus culture itself. Studentmores can have a negative influence on students' willingness to report; the "independence" that highereducation students value can contribute to a feeling of "I can handle this myself," regardless of theseverity of the offense. In addition, students may tell their peers about being victimized, and follow theiradvice as to what actions (if any) to take. Institutions of higher education must promote environments where reporting is encouraged and easilyfacilitated. Herein, a significant dichotomy exists: Any increases in reports of crime can be viewed bycampus officials as detrimental to a campus's reputation for safety, which is "bad for business." Greaterefforts should be made to emphasize the relationship between crime reporting and crime prevention tocollege and university administrators, i.e., when victims report crimes and participate in justice processes,there is a greater likelihood that crimes will decrease when perpetrators are removed from the campusenvironment. A lack of understanding about how to report a crime poses a significant barrier. The need for broadeducation in campus communities about agencies and individuals available to assist victims is clear. Information should include options for initial reporting (i.e., a trusted faculty member, resident advisor,or trained peer counselor), assistance in filing official reports with campus or community police, and adirectory of available supportive services. "Making reporting cool"--through public education andoutreach efforts presented in measures commensurate with students' age, cognitive and socialdevelopment, and culture--would address the negative influences of both campus culture and lack ofknowledge about how to report crimes. Concerns about the efficacy of authorities involved in crimecontrol and response must also be addressed. Regardless of the type of crime, victim and/or allegedperpetrator(s), people in campus communities must be assured that their cases will be handled with dignityand respect. Similar to many crimes, the fear of retaliation poses a barrier to reporting. When persons victimized onor near a campus have perceived or real fears about intimidation, harassment, or harm from the allegedperpetrator and/or his/her peers, the likelihood of reporting decreases. A barrier to reporting that is somewhat unique to campuses is students' fears of telling their parents aboutbeing victimized. When parents are unaware of their children's victimization, there may be limitedsupport for reporting crimes and seeking supportive services. A campus- and community-wide emphasis on the importance of reporting crime and victimization shouldbe an institutional priority for higher education. This crucial message should be reinforced at all levels ofthe institution and community--before, during and after the academic school year. NCJA focus groupparticipants indicated two promising practices in this area: The implementation of peer mentoring programs, with volunteers trained to provide information andsupport to victimized students about how to report offenses, advocacy throughout any justice procedures,support, and referrals to victim assistance programs. More widespread use of curriculum infusion throughout all higher education courses that relates the topic(such as social work, business, physical education, etc.) to crime and victimization, and providesconsistent messages about crime prevention and victim assistance (Seymour and Cropper 1999).Improved Treatment of Crime Victims: Critical ElementsThrough the National Criminal Justice Association's project entitled "Serving Victims ofCampus Crime," critical elements were identified in seven key areas that comprise acomprehensive victim services program for college and university campuses:EMERGENCY SERVICESCoordinated crisis response services should be available through both campus- and community-based resources, including law enforcement, physical and mental health professionals, victimand social services, and student affairs/services, and should include the following: Centralized telephone hotline available twenty-four hours a day, seven days a week that isstaffed by qualified and trained personnel. Access to emergency medical services (both on- and off-campus). Campus security programs that include information about both emergency and longer-termsupport and services to address victims' safety and security needs. Access to emergency and long-term mental health support and services. Establishment of a campus ombudsperson to serve as students' liaison to faculty, residentadvisors, and others who might be affected by a student's victimization. Information and referral system for faculty and staff to readily access experts who can helpvictims. "Mutual aid agreements" among campuses, local law enforcement, and the community thatclarify roles and responsibilities related to emergency responses and services. Follow-up contacts to every emergency call related to crime and victimization.ADVOCACY AND SUPPORTVictim advocacy and support services should be available to address victims' emergency,short- and long-term needs, and should include the following: Peer counseling programs with strong and articulated administrative support and studentoutreach (through orientation training, resources provided verbally and in writing,audio/visual public awareness campaigns on and around campus, and presentations tostudent, faculty and staff organizations, and groups). Publication and distribution of a victim assistance and campus safety brochure that includesinformation about rights and services (including contact information for assistance) both on-campus and in the community. Development of student "buddy" systems that incorporate provision of basic informationabout crime prevention, crime reporting, and victim assistance. Specific outreach to students who live off-campus through entities and sites they frequentsuch as businesses, churches and temples, community organizations, etc. Provision of education and opportunities for students to mobilize and create peer-initiatedand supported initiatives. Curriculum infusion of information related to violence and victimization that is supported byfaculty/student partnerships and populates literally any curriculum. Probation and aftercare specific to students in higher education that emphasize offenderaccountability, victim security and services, and community protection. Coordination among campus and community public safety officials/agencies to promote andenforce protective orders for victims (for example, Purdue University in Indiana enforcesmandatory holds for cases of partner abuse). Timely adjudication processes.COUNSELING AND LONG-TERM SUPPORTVictims' rights on campus should mirror victims' rights as defined in federal, state, and localstatutes within campus administrative policies that support the enforcement of victims' rights,and provision of quality victim services. They should include the following: Consistent enforcement of victims' rights to information, notification of offender and casestatus, participation in administrative or criminal/juvenile justice proceedings, restitution,and protection. Consistent "zero-tolerance" policies that clearly state acts of violence will result inexpulsion. Elimination of special treatment and/or exemptions for athletes who are convicted ofcrimes. Use of victim assistance counselors and victim advocates with expertise, experience, andtraining in working with crime victims. Education of professional and peer counselors about the criminal and civil justice processesand available victim services, and collaboration with such services. Provision of information about risk reduction and re-victimization (i.e., including potentialpre-victimization factors, among them being victimized once). Conducting security surveys in theft cases to identify and publicize high-risk factors. Offense-specific counseling for perpetrators such as alcohol and other substance abusetreatment, batterers' treatment, anger management, and/or combinations of counselingservices with counseling mandated as a condition of re-admission. Notification to parents of offenders who use/abuse alcohol and/or other drugs.COORDINATING CASE MANAGEMENTThe establishment of ongoing communication links among public safety and victim assistanceagencies both on- and off-campus (including local, state, and federal authorities, as applicable)is essential to coordinated management of victim cases, and should include the following: Written compact, memorandum of understanding (MOU), or inter-agency agreementsamong community and campus public safety and victim assistance agencies that clarify rolesand responsibilities for responding to crimes. Regularly-scheduled (monthly) meetings of community and campus public safety and victimassistance entities to promote continuity in response and services and to identify and addresstrends in crime and victimization. Provision of continuing education opportunities about victims' rights, needs, and services tospecific criminal justice professionals such as law enforcement, prosecutors, judiciary andcourt personnel, and community corrections. Sponsorship of student education opportunities that focus on campus and community crimeresponse and prevention. Campus-specific promotion of victim-related commemorative observances such as NationalCrime Victims' Rights Week, Domestic Violence Awareness Month, Sexual AssaultAwareness Month, National Drunk and Drugged Driving Awareness Week, etc., utilizingpublic information and community outreach resources sponsored by the Office for Victimsof Crime and national victim assistance coalitions and organizations.SERVICES TO RURAL-REMOTE CAMPUSESAccess to supportive services may be more limited to victims of crimes committed oncampuses in remote-rural jurisdictions. They should include the following: Needs assessments conducted to identify specific gaps in programs and services for victimssince institutions in remote-rural jurisdictions have unique needs relevant to crime andvictimization. Sponsorship of a centralized hotline and/or supportive service center for victims to assistwith emergency and ongoing needs related to transportation, physical and mental health,and justice system advocacy. Greater reliance upon and training of volunteers and professionals within the geographiccampus community to provide on-site emergency and ongoing supportive services. Safety education and advocacy for victims of interpersonal violence. Provision of emergency supportive services when local law enforcement are not readilyavailable for victim response and assistance.SERVICES TO TRADITIONALLY UNDERSERVED VICTIMSCampuses and campus communities should identify specific populations that comprise"underserved victims" and focus resources on needs assessment, improving outreach, andeliminating barriers to accessing services. Services should include the following: Campuses and communities need to identify "underserved victims," their needs, andpossible responses that may include: - Male victims (outreach efforts to encourage reporting, provision of comfortableenvironments in which to seek services, and professionals and volunteers trained to takethem seriously, and trained in victimization characteristics unique to men). - Property crime victims (consistent validation that what is often perceived as a "minor"crime can be traumatic and hurtful, law enforcement response is sensitively andconsistently given, and referrals to victim assistance are made, as needed). - Victims with disabilities (supportive services that are physically accessible and peersupport to access services and rights). - Commuter students (orientation and continuing education about reporting crimes,prevention, and available victim services, regardless if the crime happens on campus oron the way to, from, or near campus). - Victims of hate/bias crimes (staff and student education on diversity and tolerance,supportive and peer services that are sensitive to victims' needs and confidentialityconcerns, and coordination of case processing that involves proper authorities in justice-and victim-related responses on the local, state, tribal, and/or federal level). - International and culturally diverse students (education and outreach in students' nativelanguages that are sensitive to different cultural mores, liaison activities among campusand culturally diverse student and community entities, and assistance and advocacy inreporting crimes, and campus disciplinary or justice processes). When "underserved victim" populations and their needs are identified, campuses andcommunities should develop sensitivity training for campus, justice system, and supportiveservice professionals and volunteers about such victims' special needs and how they canbest be met.GENERAL PROGRAM CHARACTERISTICSThe location of victim assistance programs in higher education varies depending upon thecampus. However, consensus among NCJA focus group participants is that such programsneed to be housed in a place that is at "the center of all resources, within a web of accessiblehealth services, victim assistance, and entities that can assist with victim safety concerns." Insome institutions, the Student Affairs Office might be a likely site for victim assistanceprograms.The following are three key factors in determining a program's location: What type of person(s) do campuses have to do the job (of victim assistance)? Which agency has access or linkages to different types of services such as mental andphysical health, public safety, student affairs, community organizations, etc.? What type and level of commitment of resources does a campus have or is it willing tocommit to victim assistance and student safety?Similarly, a convenient location for easy access (physically, by telephone, and by e-mail,twenty-four hours a day, seven days a week) is a key characteristic. It was suggested thatmaking the office/site available for other services, such as community policing or communityservice organizations, would decrease possible stigma of people seeking victim assistanceservices.A common theme identified by NCJA focused on the importance and "clout" that institutionsof higher education place on victim assistance and student safety. Such services need to bepublicized and marketed as consequential to the very functioning of institutions. There shouldalso be sufficient financial and human resources to adequately provide services (Seymour andCropper 1999).CRIME PREVENTIONInformation is a powerful tool in crime prevention and law enforcement. If students, faculty,and other employees are made aware of the extent of crime in their midst, they can takeprecautions that will improve the likelihood of their safety. If applicants and their familieshave information about crime rates, they can make informed choices about schools and housingoptions. Although the Department of Education has performed minimal monitoring of universitycompliance, many schools have utilized the annual reporting process to clarify policies that areof critical importance to crime victims. Information about crime prevention and how to reporta crime, and/or how and where to seek services, are key to crime prevention.Policies and practices regarding crime prevention and security are also important componentsof safety. Lighting, emergency phone systems, shuttle services to transport students, escortservices for evening hours, locked dormitory doors, controlled access to buildings, crimewatch programs, and twenty-four-hour security are all responsible steps that schools can taketo reduce the risk of victimization of students and faculty.Campus Crime and the Crime Victims' Rights DisciplineCivil liability for injuries sustained by students who are victims of crime on campus is asignificant recent outgrowth of the crime victims' rights discipline. The enactment of the threefederal laws related to campus security and victim assistance cited above is evidence of theimpact of violent crime, and the strength of the victims' rights discipline, in the world ofhigher education.The threat of civil suits provides additional impetus for many institutions to evaluate crimeprevention and security efforts. Whatever the reasons that motivate institutions to improvetheir crime prevention, security, and victim assistance programs, the beneficiaries will be thestudents, faculty, staff, and the communities who will be spared the trauma of becoming thevictim of a violent crime, and ultimately, the university itself. Perhaps most significant, the multiple needs of campus crime victims have resulted in uniquepartnerships for victim assistance and crime prevention at the local, state, and national levels. In communities large and small, urban and rural, victim assistance practitioners are joiningtogether with law enforcement, criminal justice, and higher education professionals to developappropriate policies and protocols for responding to campus crime and assisting victims. Nationally, the research and practitioner communities are working together to utilize empiricaldata for practical applications that promote safer environments on campuses of highereducation. Such partnerships are critical to ensuring the safety of people who attend, work andvisit college and university campuses in America.Promising PracticesThe following promising practices were identified by the National Criminal Justice Associationin "Summaries of Services for Victims of Campus Crime" (NCJA 1998): Florida International University sponsors Victim Advocacy Centers, located on both of itscampuses, that are devoted solely to providing victim services. A wide range of supportiveservices includes on-scene crisis intervention, written information for victims, assistancewith dealing with student judicial hearings and/or the criminal justice system, an interpreterfor non-English speaking victims, and outreach, counseling and referrals for primary andsecondary victims. At George Mason University in northern Virginia, Sexual Assault Services providesadvocacy and support to victims twenty-four hours a day, seven days a week. Confidentialservices are supervised by a sexual assault services coordinator with a cadre of students whohave been trained as peer companions to provide both support and information to survivors. Information about sexual assault prevention, sexual assault, and resources to assist victimsis available. GMU's sexual assault policy, which applies to students, faculty,administrators, contract employees, and visitors of the university community "stronglycondemns sexual offenses and will not tolerate sexual offenders." In addition, a thirteen-page description of university legal procedures for rape and sexual assault cases is availableboth in paper and electronic formats. Indiana University has devoted significant resources to promote a campus that is free fromdiscrimination or harassment based upon an individual's race, nationality, religion, orsexual orientation. The Gay, Lesbian, and Bisexual Anti-harassment Team, along with theRacial Incidents Team, are comprised of staff and faculty who have expertise in diversityissues and conflict resolution. The teams have two purposes: (1) To assist and supportstudents who report an incident of discrimination based on race, nationality, religion, orsexual orientation in finding a resolution; and (2) To document information about theseincidents in order to combat discrimination more effectively. To date, the Racial IncidentsTeam has worked with approximately sixty to eighty incidents a year, ranging from defacedposters to acts of physical violence. The Gay, Lesbian, and Bisexual Anti-harassment Teamhas worked with approximately forty to sixty cases each year, with most offenses committedagainst gay men and involving defacing of property, written threats, and both verbal andphysical harassment. At Penn State University in Pennsylvania, providing a support person to accompany victimsduring medical examinations following a sexual assault is an important service amongmultiple supportive activities available to victims at Center Community Hospital. Columbia University and Barnard College in New York City utilizes its Web site to provideinformation and referrals for crime victims. Under the heading of "Student Wellness," theuniversity homepage enumerates potential actions for victims to take, including "what to doif you are sexually assaulted." The College of Charleston in South Carolina offers mediation between the victim and theaccused, upon request and with voluntary compliance of both parties. Similarly,Columbia/Barnard College offers victims the option of contacting the University ombudsofficer as a resource for mediating complaints and seeking guidance in pursuing disciplinaryaction. Numerous institutions of higher education provide intervention with professors to crimevictims and relocation to a new residence hall upon request.Campus Crime and Victimization Self-Examination1. Describe one of three most significant federal laws enacted in the 1990s relevant tocampus crime, victimization, and reporting.2. Cite three barriers that prevent students from reporting crimes committed on or aroundcollege/university campuses.3. What is the primary purpose of civil litigation that is filed by victims and/or survivorsagainst colleges and universities?4. Briefly describe at least five critical elements of a comprehensive victim services programfor college and university campuses.Back to NVAA 1999This document was last updated on April 23, 2008 |
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