Constable Actionplanproject

Running head:
ACTION PLANACTION PLAN PROJECT

PROJECT !1
Action Plan Project:

Sexual Assault on U.S. College Campuses
Jonathan Constable
EDU 6051 Culture, Equity, Power, and Influence
Northeastern University
March 15, 2016
ACTION PLAN PROJECT !2
Table of Contents
Actions Plan Introduction 3

Workshop Series Overview 5
Learning Objectives 6
Positionality Statement 7
Workshop #1: Introduction to Sexual Assault on U.S. College Campuses* 9
Workshop #2: Consent Is Hot. Assault Is Not!* 12
Workshop #3: Sexual Assault and The Law 17
Workshop #4: Drugs, Alcohol, and Sexual Assault 19
Workshop #5: Attitudes and Behaviors About Sexual Assault on Campus 21
Workshop #6: The Bystander Effect 23
Workshop #7: Bystander Intervention 25
Workshop #8: Reporting & Campus Resources 28
References 30
* = Fully developed workshop plans

Action Plan Introduction
Sexual assault on U.S. college campuses is a pervasive problem. This diagnoses was first
realized on a national scale in 2013 when the U.S. Congress enacted legislation specifically
directed at the programming designed to reduce sexual violence on U.S. college campuses. It
was called the Campus Sexual Violence Elimination Act (Campus SaVE) (Coker, Fisher, Bush,
Swan, Williams, & Clear, 2014), and it was intended to address the violence women face on
campus: the highest rates of stalking, the highest risk of nonfatal intimate partner violence, and
20-25% of female students experiencing rape or attempted rape (Clery Center, 2013). Since
then, colleges and universities across the U.S. have implemented, at various capacities, sexual
assault prevention and response education programs. However, such programming has done little
to reduce the prevalence of sexual assault and sexual misconduct on campuses, thus precipitating
the recent effort colleges and universities to improve programs and policies intended to prevent
and respond to sexual assault and misconduct. The recent report by the Association of American
Universities (2015), Report on the AAU Campus Climate Survey on Sexual Assault and Sexual
Misconduct, details these efforts.
In spring 2015, twenty-seven institutions of higher education (IHEs)all affiliates of the
AAUadministered surveys to their students. The purpose of the AAUs survey was to better
understand the attitudes and experience of students with respect to sexual assault and sexual
misconduct (p. 1). Specifically, the survey assessed incidence, prevalence, and characteristics of
incidents of sexual assault and overall campus climate in regards to perceptions of risk,
knowledge of resources available to victims, and perceived reactions to an incident of sexual
assault or misconduct.
Results illustrated that rates of sexual assault and misconduct are highest among
undergraduate females (p. 3) and that one of the more important risk factors for nonconsensual
sexual contact is the use of alcohol and drugsamong undergraduate females, about as many
individuals reported penetration by incapacitation (5.4%) as by physical force (5.7%) (p. 7).
However, perhaps the most significant finding of the survey was the wide variations between
IHEs in regard to campus climate and types of sexual assault and misconduct. The AAU reports
that the variation across IHEs puts in stark perspective prior discussions of single-IHE rates as
representing a standard against which to compare results (p. 3). In other words, this variation
discounts the overarching claims of experts like M. Candace Christensen (2015), an Assistant
Professor of Social Work at the University of Texas San Antonio and an expert on sexual assault
prevention and response on college campuses, who asserts that 20-25% of women enrolled at
U.S. institutions of higher education are sexually assaulted every year. Although her statistics
may accurately reflect the condition of a particular institution, it is not representative of
anything outside of [that] frame (Association of American Universities, 2015, p. 3).
Sexual assault on college campuses is an issue being faced by all U.S. colleges and
institutions, but at different degrees of intensity. According to the University of New
Hampshires Annual Security Report (2014), in 2013, 15 forcible sexual offenses occurred in on-
campus properties, 10 of which occurred in residential facilities. It is important to note, of
course, that this statistic reflects only reported cases of sexual assault, and according to the AAU
report, a relatively small percentage (e.g., 28% or less) of even the most serious incidents [of
sexual assault] are reported to an organization or agency (p. 2). Thus, it is safe to infer that more
sexual assaults did occurred and that,
more likely than not, they occurred in residential facilities.
Residential facilities are densely populated, housing more than 639 residents in the
largest dormitory. Such high density increases the likelihood of a bystander witnessing sexual
assaults/potential sexual assaults, but does not guarantee bystander intervention. Why? In
addition to several other factors such as alcohol, the bystander effect, which occurs when
individuals witness a high-risk or emergency situation but fail to help victims or potential
victims, is commonly identified as a facilitator of sexual assault on college campuses (DeMarie
et al., 2015).
Implementation of a theatre-based sexual assault prevention and response program is the
most advantageous for facilitating increased positive bystander intervention in high-risk
situations. Sadler (2015) reports that when student affairs professionals utilize theatrical
techniques, students have the opportunity to explore what ways are most beneficial to create
change and can engage in dialogue surrounding the topic at hand (p. 90). Christensen (2014)
substantiates this claim, asserting that theatre-based bystander education is a particularly
effective practice for changing student attitudes and bystander behaviors (p.1468).
Workshop Series Overview
This workshop series addresses the issue of sexual assault on on U.S. college campuses. The
workshop series commences with a broad overview of the topic. This introductory session acts
as a foundation from which participants explore sub-topics of sexual assault on campus, such as
consent, law & regulations, alcohol, attitudes & behaviors, the bystander effect, bystander
intervention strategies, and reporting.
Throughout the workshop, theatre exercises are strategically implemented as a means to
empower participants to act out their angst, their feelings of disenfranchisement, and to reclaim
a sense of their lost power (Sandler, 2015, p. 87). In other words, using theatre as a sensory-
based approach to sexual assault education allows participants to apply, assess, and adapt
behaviors and strategies that will help them to thoughtfully combat sexual assault on college
campuses
Workshop Series Learning Objectives
Big Ideas/Concepts
Understand the pervasive nature of sexual assault on U.S. college campuses

Recognize that sexual assault does not happen to one type of person, nor does a certain
type of person commit sexual assault. For example, women are not the exclusive victim of
sexual assault and men are not the exclusive perpetrator.
Realize that sexual assault on college campuses is detrimental to all members of an
institutions communitynot only survivors.
Knowledge
Continuum of Sexual Assault

Consent
Sexual Assault-related laws
institutional initiatives and procedures to prevent and address sexual assault
Correlation between alcohol and sexual assault
Sexual assault myths, attitudes, and behaviors
The bystander effect and factors that perpetuate it
Bystander intervention
Reporting sexual assault
Skills
How to give and recognize consent

Alcohol consumption strategies
Self-reflect on attitudes toward sexual assault on campus
Disseminate information about sexual assault to peers
Bystander intervention strategies
Strategies to report sexual assault
Positionality Statement
According to Bell (2013), individuals hold multiple complex and cross-cutting social
group memberships that confer relative privilege or disadvantage (p. 23). I am a caucasian,
heterosexual male in his mid-twenties. I am the youngest of five children in a nuclear, upper-
middle class family and was raised in an affluent, predominantly-caucasian community.
Although I do not attend church, I identify with many Christian beliefs and ideals. To put it
plainly, I belong to multiple dominant social groups and, thus, occupy a privileged position in
U.S. society.
In the context of sexual assault on U.S. college campuses, I belong to the privileged
group insomuch that as a heterosexual man, it is very unlikely that I will be a victim of sexual
assault. The Association of American Universities (2015) substantiates this notion. According to
their recent report, rates of sexual assault and misconduct are highest among undergraduate
females and those identifying as transgender, genderqueer, non-conforming, questioning, and as
something not listed on the survey (TGQN) (p. 2).
As a man, I am also a member of the social group that, more often than not, perpetrates
sexual assault on college campuses. Christensen (2015) explains that only a small percentage of
men perpetrate sexual violence [on U.S. college campuses], however, 98% of the people who
perpetrate identify as men (p. 196). I am unsettled by my gender-based association with the
predominant perpetrators of sexual assault on college campuses. This unrest has inspired and
facilitated my exploration of the issue and the initiatives/policies currently being implemented by
institutions of higher education to prevent and respond to sexual assault and misconduct.
Men account for approximately 40% of the undergraduate population at the University of
New Hampshire (University of New Hampshire, 2015). However, this demographic is not
represented in the current staffing of educational programs aimed at reducing sexual assault and
sexual misconduct. It is important that this population of students, in addition to the 7,753 female
students enrolled at the University, view men not only as perpetrators or possible offenders, but
as empowered bystanders who can confront abusive peers (Cornell University, n.d.). As a man,
and as the designer of this eight-session workshop series, I have the opportunity to demonstrate
and advocate for this perspective.
The United Nations Office of Drugs and Crime (n.d.).. acknowledges that for young
people, such as college-aged students, it is challenging to learn about issues like sexual assault
because information is often given in a manner that is authoritarian, judgmental, or non-adapted
to the young people's values, viewpoints and lifestyle (p. 4). Peer education is a remedy for that
challenge. As a young man in his mid-twenties and a recent alumnus of the University, I can
serve as a peer educator through the mutual sharing of information and common experience. I
can disseminate new information and knowledge [] become a role model to others [] and
empathize and understand the emotions, thoughts, feelings, language of the participants, and,
therefore, relate better (p. 5).
Johnson (2013) explains that privilege generally allows people to assume a certain level
of acceptance, inclusion, and respect in the world, to operate within a relatively wide comfort
zone (p. 20). As a result, Tatum (2013) asserts, members of dominant social groups know very
little about subordinate groups, and that their knowledge is often limited to stereotypical
depictions of the other (p. 8). To avoid such privileged behavior, I have conducted
comprehensive research on the topic of sexual assault on U.S. college campuses.
To prevent participants from experiencing feelings of mistrust or cultural discomfort, I
have integrated theatrical exercises, specifically those outlined by Augusto Boal (1979) in
Theatre of the Oppressed, into the eight session workshop. Sandler (2015) explains that the
formation of community is perhaps Theater of the Oppresseds greatest strength because the
whole basis of this form of theater is to empower communities of people to act out their angst,
their feelings of disenfranchisement, and to reclaim a sense of their lost power (p. 87). An
inclusive community, I believe, is a prerequisite of authentic, meaningful dialogue about sexual
assault on college campus. It will allow participants to freely explore the behaviors, assumptions,
and beliefs that implicitly promote sexual assault on campus.
Workshop #1: Introduction to Sexual Assault on U.S. College Campuses
Learning Objectives
Community-building via participation in basic theatre exercises as defined in Boals Theatre of
the Oppressed
Recognition of the pervasiveness of sexual assault on U.S. college campuses
Understand the continuum of sexual assault
Experimentation with image-theatre as a mechanism to critique the emotional and social
implications of sexual assault on campus
Workshop Session Overview

According to a recent report by the Association of American Universities (AAU) (2015),
The incidence of sexual assault and sexual misconduct due to physical force, threats of physical
force, or incapacitation among female undergraduate student [at U.S. colleges] was 23.1 percent,
including 10.8 percent who experienced penetration (Overview section).
The objective of this workshop is three-fold: to construct a basic understanding of sexual
assault on U.S. college campuses, to facilitate the development of an inclusive community
environment through a theater-based exercises, and to illustrate how image-theatre can act as a
vehicle to explore the emotional and social implications of sexual assault on campus.
The creation of an inclusive community is a prerequisite of authentic, meaningful
dialogue about sexual assault on college campus. In this workshop, the process of constructing
an inclusive community is initiated by engaging participants in a basic theatre exercise as
defined in Boals Theatre of the Oppressed. As Sandler (2015) explains, the formation of
community is perhaps Theater of the Oppresseds greatest strength because the whole basis of
this form of theater is to empower communities of people to act out their angst, their feelings of
disenfranchisement, and to reclaim a sense of their lost power (p. 87).
Agenda (100 min.)

1. Theatre-based icebreaker exercises (15 min.)
2. Kristen Stewart video clip (30 seconds)
3. Presentation (20 min.)
4. Continuum of Sexual Assault (10 min.)
5. Small-group image-theatre exercise (15 min.)
6. Post-workshop questions and handouts (10 min.)
Workshop Materials/Instructions
1. Theatre-based icebreaker exercises
Instructions: Fithian, L. (2000). Augusto boals theatre for teachers. Retrieved from
http://organizingforpower.org/wp-content/uploads/2009/03/games-theater-of-
oppressed.pdf
Exercise 1: Name & Gesture (p. 6)

Exercise 2: Columbian Hypnosis (p. 6)
Instructors Note: These exercises serve as an introduction to theatrical practice and the
workshop as a whole. Fithian (2000) provides a comprehensive overview of how to
implement exercises from Boals Theatre of the Oppressed at the beginning of Augusto
boals theatre for teachers. The Name & Gesture game is a low-impact, no-contact
exercise. On the other hand, columbian hypnosis requires participants to shut their eyes
and be in contact with a peer. If participants appear to uncomfortable taking part in the
first exercise, do not move on. Instead, spend half of the fifteen minutes on the exercise
and the other half discussing the purpose of incorporating theatrical practice into the
curriculum.
2. Kristin Stewart Video Clip
Video: Security On Campus (2009). Security on campus psa with kristen stewart.
Retrieved from https://vimeo.com/3763292
Instructors Note: Kristen Stewart is a well-known celebrity. Her candidness in this

video will be impactful. Be sure to unpack this video prior to the presentation. Ask
participants how the video made them feel. Did anything she say surprise them?
3. Presentation
Powerpoint: Promotion Awareness | Victim Empowerment (PAVE). (2012). Open

invitation to join the national movement. Retrieved from http://pavingtheway.net/wp-
content/uploads/2012/02/pave-ppt.ppt
Instructors Note: This powerpoint provides a great, high-level overview of sexual

assault on college campuses. *Review prior to the session. Also, welcome questions and
disruptions to the presentation. This will facilitate and inclusive, welcoming
environment.
4. Continuum of Sexual Assault (Handout)
Handout: Vermont Center for Crime Victim Services. (n.d.).. Continuum of sexual
violence. Retrieved from http://www.ccvs.state.vt.us/sites/default/files/resources/VVAA
%20Ch%2014%20%20Addendums.pdf
Instructors Note: Sexual assault occurs on a continuum, ranging from coercive

language to unwanted penetration. It is very important that participants recognize this
range and that they also understand that sexual assault can happen to anyone and be
committed by anyone. Emphasize intersectionality!
5. Small-group image-theatre exercise
oppressed.pdf
Exercise: Individual Images (p. 9)
Instructors Note: In this exercise, participants will freeze in positions that are
representational of various forms of sexual assault. This activity will be completed
independently. Initially, urge participants to shut their eyes as they perform the various
poses. When they appear comfortable, ask them to open their eyes so they can see how
one another represent sexual assault.
6. Post-workshop questions and handouts
Questions to spark conversation: What statistic shocked you the most? What did not
surprise you? What do you know now that you did not know prior to the session. On a
scale of 1-10, how much are you enjoying the incorporation of theatre into the
curriculum?
Handout: Colgate University. (n.d.)... Myths and facts about sexual violence. Retrieved
from https://www.colgate.edu/docs/default-source/default-document-library/myths-and-
facts-about-sexual-violence-1-10-13.pdf?sfvrsn=2
Handout: University of Virginia. (2008). Myths about sexual assault. Retrieved from
http://www.virginia.edu/sexualviolence/sexualassault/myths.html
Instructors Note: Conclude the session with questions. Handouts will provide
participants with some food for thought about sexual assault myths.
Workshop #2: Consent Is Hot. Assault Is Not!
Learning Objectives
Continue to build a strong, inclusive community through participation in theatre-based
exercises as defined in Boals Theatre of the Oppressed
Develop a thorough understanding of sexual consent
Explore and critique real-world examples of consent through the creation of theatrical tableaus

To confronting the issue of sexual assault on U.S. college campuses, it is necessary to
possess a comprehensive understanding of sexual consent. According to the University of
Michigan (n.d.), Consent is when someone agrees, gives permission, or says "yes" to sexual
activity with other persons. Consent is always freely given and all people in a sexual situation
must feel that they are able to say "yes" or "no" or stop the sexual activity at any point (What is
consent).
In this workshop session, participants will investigate the topic of consent and critique
real-world scenarios in which consent is/is not evident. Also, in order to deepen their
understanding of consent, participants will engage in tableau-based theatre exercises. Tableau
will allow participants to visualize what consent looks, which is a valuable skill because consent
is often non-verbal. The continued employment of theatre will also promote the continued
construction of an inclusive community environment.
Agenda (90 min.)

1. Theatre-based warmup exercises (10 min.)
2. Defining Consent (15 min.)
3. Tea Consent video (10 min.)
4. Tableau (15 min.)
5. Consent Tableau exercise (30 min.)
1. Theatre-based warmup exercises
oppressed.pdf
Exercise: Bombs & Shields (p. 6)
Instructors Note: This is a fun theatrical exercise that requires a lot of movement
around the room. The purpose of exercise is to warm-up the participants and continue
to get participants comfortable with exercised from Boals Theatre of the Oppressed.
2. Defining Consent
Video: Kingkade, T. (2014). College are re-writing what consent means to address
sexual assault. The Huffington Post. http://www.huffingtonpost.com/2014/09/08/college-
consent-sexual-assault_n_5748218.html
Website: University of Virginia. (2016). What is affirmative consent. Retrieved from

http://www.virginia.edu/sexualviolence/sexualassault/consent.html
Handout (1A.): University of Virginia (2016). Understanding affirmative consent.

Retrieved from http://www.virginia.edu/sexualviolence/images/affirmative_consent.png
!
1A.
Instructors Note: Begin this portion of the session with the video. After the video, ask
participants to write what they learned on the board. Use the website to address any
gaps in the learning. Then, disperse handout.
3. Tea Consent video
Video: May, E. (2105). Tea consent. Retrieved from https://www.youtube.com/watch?

v=oQbei5JGiT8
Instructors Note: This is a creative, corky explanation of consent. It will definitely get
the participants laughing, which is good because consent can be a difficult,
uncomfortable subject to discuss.
4. Theatrical Tableaus
Instructions:Flynn, R. (n.d.).. Introducing tableau to students. Retrieved from http://

plays.about.com/od/DramaTheatre/fl/Introducing-Tableau-to-Students.htm
*Especially good resource for educators who are unfamiliar with theatrical tableaus
Video: Cayer, C. (2014). Drama tableau project. Retrieved from https://

www.youtube.com/watch?v=ZM1aNlGIUt4
Additional Instructions: Drama Toolkit. (n.d.).. Strategies fro tableau/still image

theatre. Retrieved from http://www.dramatoolkit.co.uk/drama-strategies/tableau-or-still-
image
Instructors Note: Next, explain to the participants that the session will transition back
into theatrical practice as a means to delve deeper into the subject of consent. Then, play
the video on tableaus. Use tips from additional instructions to clear up any confusion.
5. Consent Tableau Exercise
Handout (1B.): University of Virginia. (n.d.)... Evaluating consent. Retrieved from

http://www.virginia.edu/sexualviolence/images/consent_analytic.png
!
1B.
Instructors Note: Groups of 2-3 participants will collectively decide if they will portray
a consensual or non-consensual sexual encounter. Groups will not share their decision!
They will invent an encounter and practice it independently. Then, groups will present to
the rest of the group. Audience members will use the handout to evaluate whether the
encounter is consensual or non-consensual.
6. Post-workshop questions
Questions to spark conversation: What non-verbal cues indicate consent? Must

consent always be verbal or is that a buzz-kill. What are some ways in which consent
can be attractively promoted on campus? How can social media be used to educate the
student body on necessity of consent?
Instructors Note: Check-in with the participants about their comfortability in

participating in the last theatrical exercise. This is the first theatre-intense exercise, so it
is important to flush-out the concerns.
Workshop #3Sexual Assault and The Law
Learning Objectives
Familiarize participants with government-mandated regulations and institutional litigation
Facilitate critique of how sexual assault is addressed/not addressed on campus and at the
national level.

Sexual assault is tightly entangled with federal, state, and institutional legislation. How
institutions of higher education prevent and respond to sexually-related crimes is dictated by the
federal government and other regulating bodies. Failure to comply or properly address reports of
sexual assault on campus can lead to loss of governmental financial support and negative
attention by media sources.
This workshop session attempts to inform participants on how institutions of higher
legally address accusations of sexual assault. It also attempts to expose participants to the recent
actions the Federal government has taken in order to address the violence women face on
campus: the highest rates of stalking, the highest risk of nonfatal intimate partner violence, and
20-25% of female students experiencing rape or attempted rape (Clery Center, n.d., para 2).
Theatrical exercises are employed throughout the session, the purpose of which is two-
fold: to foster an inclusive community where participants can freely explore their feelings and to
facilitate participants critique of how sexual assault is addressed/not addressed on campus and at
the national level.
Agenda (80 min.)

1. Theatre-based warmup exercises (10 min.)
2. Campus judiciary process (10 min.)
3. Governmental regulations (20 min.)
4. SaVE Act (10 min.)
5. Image-Theatre Exercise (20 min.)
1. Theatre-based warmup exercises
oppressed.pdf
Exercise: Tangles and Knots (p. 6)

2. Introductory video on campus judiciary process
Video (stop at 7:04): Ganim, S., Black, N. (2015). An imperfect process: How campuses
deal with sexual assault. CNN Films. Retrieved from http://www.cnn.com/2015/11/22/us/
campus-sexual-assault-tribunals/
3. Legal process and governmental regulations
Powerpoint (slides 20-50): National Association of College and University Attorneys.

(2013). Sexual misconduct and compliance with title ix: Managing risk with integrated
and coordinated sexual misconduct policies and procedures. Retrieved from http://
www.nacua.org/lrs/ConferencePowerPoints/June2013/05D_13-06-38.ppt
4. SaVE Act
Handout: Clery Center. (n.d.).. The campus sexual violence eliminations act. http://
clerycenter.org/campus-sexual-violence-elimination-save-act
5. Theatre Exercise
oppressed.pdf
Exercise: Two-Models (p. 9)
Questions to spark conversation: What laws/acts surprised you? Are the impacts of
such laws/acts evident on campus? How can campus administrators better inform the
student body of such policies? Should the correlation between federal funding and
institutional compliance with title ix be publicized?
Handout: University of Virginia. (n.d.)... What students need to know. Retrieved from
http://www.virginia.edu/sexualviolence/get_help_now.pdf
Workshop #4Alcohol & Drugs
Learning Objectives
Recognize strong correlation between alcohol consumption and sexual assault
Identify alcohol consumption as a pervasive problem at the meso and macro level

According to Fleming and Wiersma-Mosley (2015), there is a strong link between sexual
assault and alcohol consumption. In fact, a national study found that 73% of all acts identified
as rape involved alcohol, and 53% of all acts considered sexually coercive involved alcohol
(1262).
Fleming and Wiersma-Mosley (2015) also identify three ways in which alcohol increases
the likelihood of sexual assault. First, alcohol physiologically alters the perceptions and
behaviors of perpetrators and/or victims. Second, alcohol can be used as a tool to facilitate
assault. Lastly, alcohol may impact contexts of sexual coercion is by reducing perceptions of
responsibility for actions of the perpetrator (1263).
In this workshop, participants learn about the powerful effect alcohol has to increase the
likelihood of sexual assault. Moreover, participants are directed to reflect on the effect of alcohol
on the University campus and their personal experiences with decision-making and alcohol
consumption. While theatrical exercises are used to facilitate the continued construction of an
inclusive environment, they are not used to facilitate deeper reflection on the issue of sexual
assault and alcohol consumption.
Agenda (85 min.)

1. Review article prior to workshop (30 min.)
2. Theatrical warm-up (10 min.)
3. Sexual Assault and alcohol video (5 min.)
4. Incapacitation graphic & discussion (15 min.)
5. Alcohol safety video (5 min.)
7. Theatrical cool-down (10 min.)
1. Review article prior to workshop
Article: Abbey, A. (2002). Alcohol -related sexual assault: a common problem among
college students. Retrieved from http://www.collegedrinkingprevention.gov/media/
journal/118-abbey.pdf
2. Theatrical warm-up
oppressed.pdf
Exercise: Rhythm with chairs (p. 7)
3. Sexual Assault and alcohol video
Video: University of Alberta. (2015). U of a assault center: Lets talk: Alcohol and
sexual assault. Retrieved from https://www.youtube.com/watch?v=YjEl4ALEqZw (4
min.)
4. Incapacitation graphic & discussion
Graphic: Gordon, C. (2015). Study: college athletes are more likely to gang rape.
Aljazeera America. Retrieved from http://america.aljazeera.com/watch/shows/america-
tonight/articles/2015/2/26/united-educators-sexual-assault-study.html
5. Alcohol safety video
Video: Zhang, B. (2012). Campus safari: Alcohol safety. Retrieved from https://
vimeo.com/36423445
Questions to spark conversation: Do you believe drinking is a pervasive problem on

campus? In what social situations do you think alcohol has its greatest impact? Have you
ever experienced or witnessed risky-behaviors while under the influence of alcohol? Do
you believe alcohol inhibited your ability to properly respond to these situations?
Handout: College Drinking Fact Sheet: http://pubs.niaaa.nih.gov/publications/

CollegeFactSheet/CollegeFactSheet.pdf
7. Theatrical cool-down
oppressed.pdf
Exercise: Cat & Mouse (p. 7)

Workshop #5 Attitudes & Behaviors About Sexual Assault on Campus
Learning Objectives
Reflect-on and identify ones own attitudes and behaviors about sexual assault on campus
Recognize ways in which sexual assault myths are represented in the current campus climate
Invent opportunities to educated the student body on the realities of sexual assault
Explore social implications of sexual assault on campus

In oder to successfully address sexual assault on U.S. college campuses, Cares et. al.
(2015) contend that institutions must focus on changing community attitudes and norms and
provide all community members with a specific role they can identify with and adopt in
preventing sexual violence (p. 165).
This workshop session stimulates participants to reflect on their own attitudes and
behaviors about sexual assault, articulate their perceptions of how others feel and respond to
sexual assault on campus, and invent strategies to educate the greater-institutional community
about sexual assault and prevention.
Theatre exercises are strategically implemented in this workshop session to both promote
the continued construction of an inclusive environment and to facilitate a more-critical
examination of how sexual assault myths are represented in the current campus climate.
Agenda (90 min.)

2. Survey (20 min.)
3. Post-survey discussion (15 min.)
4. Handouts & small-group discussion (15 min.)
5. Image-theatre exercise (20 min.)
oppressed.pdf
Exercise: Two by Three (p. 7)
2. Survey
Survey: National Criminal Justice Reference Service. (n.d.)... Colorado college attitudes
and behaviors survey. Retrieved from http://ovc.ncjrs.gov/sartkit/tools/teamplanning/
College%20Attitude%20and%20Behavior%20Survey.doc
3. Post-survey discussion
Questions to spark conversation: What surprised you the most? Did our results MITs
results? If so, what does this tell you about attitudes and behaviors about sexual assault
on a macro-level?
Handout: Massachusetts Institute of Technology. (2014). Survey results: 2014

community attitudes on sexual assault. Retrieved from http://web.mit.edu/surveys/health/
MIT-CASA-Survey-Summary.pdf
4. Handouts & small-group discussion
Questions to spark dialogue: This article addresses common myths related to sexual
assault. Are these myths reflected/supported on-campus. If so, how? How can these
myths be undercut? How can we spread awareness about these myths and the truth
behind them?
Handout: University of Virginia. (n.d.)... Myths about sexual assault. Retrieved from
http://www.virginia.edu/sexualviolence/sexualassault/myths.html
5. Image-theatre exercise
oppressed.pdf
Exercise: Remember the Image (p. 9)
Questions to spark conversation:
Handout: Everfi. (2015). Insight report: Sexual victimization and social norms on the
college campus. Retrieved from http://info.everfi.com/rs/everfi/images/
EverFiInsightReportWinter2015.pdf
Workshop #6The Bystander Effect
Learning Objectives

Understand the bystander effect
Recognize the detrimental implications of the bystander effect
Identify factors that perpetuate the bystander effect, such as how the commonly held belief that
ones personal attitudes about sexual assault differs from how others feel about sexual assault
Invent active bystander intervention strategies (prior to formal bystander intervention
education)

The bystander effect is when spectators view a high-risk situation but fail to intervene.
(Katz et al., 2015, 2785). DeMaria et. al. (2015) identify multiple reasons for this kind of failure,
such as the inability to identify situations requiring intervention and believing it was
inappropriate to intervene. DeMaria et. al. also insist that perceptions of hook-up culture
negatively biased participants against intervening (p. 13).
In this workshop session, participants will explore the implications of the bystander effect
and invent active bystander intervention strategies to combat the phenomenon. Participants will
engage in scenario-based theatre exercises to facilitate the application, evaluation, and adaptation
of active bystander intervention strategies. The continued employment of theatre will promote
the continued construction of an inclusive community environment.
Agenda (80 min.)
2. Pre-workshop questions (10 min.)
3. Defining the Bystander Effect video (5 min.)
4. Personal attitude vs. perception video (5 min.)
5. Implications of the Bystander Effect video (pt. 1) & debrief (10 min.)
6. Scenario-based theatre exercise (30 min.)
oppressed.pdf
Exercise: Carnival at Rio (p. 7)

2. Pre-workshop questions
Questions to spark conversation: What is a bystander? What is the difference between

and active and passive bystander? Can you think of a scenario in which you were an
active bystander? Passive bystander?
3. Defining the Bystander Effect video
Video: Doe, L. (2014). The bystander effect. Retrieved from https://www.youtube.com/

watch?v=ldi__cohMcI
4. Personal attitude vs. perception video
Video (46:20-48:50): Everfi. (2016). Taking stock of the sexual assault landscape in
community colleges and beyond. Retrieved from https://vimeo.com/156699139
5. Implications of the Bystander Effect video (pt. 1) & debrief

Video (until 4:30 min.): Who Are You. (2011). Who are You. Retrieved from http://
www.whoareyou.co.nz/
6. Scenario-based theatre exercise
oppressed.pdf
Scenarios: Wisconsin Coalition Against Domestic Violence. (n.d.).. Bystander

intervention: Considerations and actions for engagement. Retrieved from http://
www.endabusewi.org/sites/default/files/resources/
bystander_intervention_strategies_exercise.pdf
Questions to spark conversation: What was it like to be a passive bystander? What was
it like to be an active bystander? What was the hardest part about being an active
bystander? What strategies did you invent to help the potential victim? What was
successful? What was unsuccessful?
Workshop #7Bystander Intervention
Learning Objectives
Learn strategies to intervene in instances/potential instances of sexual assault
Critique uses of active bystander intervention strategies
Practice active bystander intervention strategies (after formal bystander intervention education)

According to Coker et. al. (2014), a successful bystander intervention education program
seek to empower potential bystanders to actively engage their peers in both reactive responses
(e.g., helping victims of dating or sexual violence), and proactive responses (e.g., safely but
effectively interacting with potentially violent peers and potential victims to reduce violence
risk) (p. 4).
In this workshop session, participants will learn, critique, and practices strategies to
safely intervene in instances/potential instances of sexual assault. Again, participants will engage
in scenario-based theatre exercises to facilitate the application, evaluation, and adaptation of
active bystander intervention strategies. The continued employment of theatre will also promote
the continued construction of an inclusive community environment.
Agenda (90 minutes)

2. Bystander intervention presentation (10 min.)
3. 5 steps toward taking action (10 min.)
4. Strategies/Styles to safely intervene (10 min.)
5. Identify that strategy video exercise (10 min.)
6. Implications of the Bystander Effect video (pt. 2) & debrief (10 min.)
7. Scenario-based theatre exercise (25 min.)
oppressed.pdf
Exercise: Blind Cars (p. 8)
2. Bystander intervention presentation

Powerpoint: Campus Clarity. (n.d.).. Talk about it: Bystander intervention. Retrieved
from https://www.google.com/url?
sa=t&rct=j&q=&esrc=s&source=web&cd=3&cad=rja&uact=8&ved=0ahUKEwjIyO2Yj
OTLAhUHkx4KHUEiBk4QFgg2MAI&url=https%3A%2F
%2Fhome.campusclarity.com%2Fwp-content%2Fuploads
%2F2014%2F04%2FBystander-Intervention-PPT-
TAI.pptx&usg=AFQjCNEUltSfB3CL_U93uYZg9w8TjRq4Ow
3. 5 steps toward taking action
Handout: Step Up!. (n.d.). The 5 decision making steps. Retrieved from http://
stepupprogram.org/docs/handouts/STEPUP_5_Decision_Making_Steps.pdf
4. Strategies/Styles to safely intervene
Strategies: Wisconsin Coalition Against Domestic Violence. (n.d.).. Bystander

Styles: Step Up!. (2014). Intervention styles. Retrieved from http://stepupprogram.org/

wp-content/uploads/2014/04/StepUP_Intervention_Styles.pdf
5. Identify that strategy video exercise
Video: Vickers, R. (2013). Sexual assault bystander intervention training. Retrieved

from https://www.youtube.com/watch?v=Ejga8DEIe9A
6. Implications of the Bystander Effect video (pt. 2) & debrief
Video (4:30 min. onward): Who Are You. (2011). Who are You. Retrieved from http://
www.whoareyou.co.nz/
7. Scenario-based theatre exercise
oppressed.pdf

Scenarios: Wisconsin Coalition Against Domestic Violence. (n.d.).. Bystander

Questions to spark conversation: What was it like to be a passive bystander? What was
it like to be an active bystander? What was the hardest part about being an active
bystander? What strategies/styles did you find most helpful? Least helpful?
Workshop #8Reporting and Resources
Learning Objectives
Understand sexual assault reporting options and rights
Recognize barriers to reporting incidents of sexual assault
Learn about on-campus resources for survivors and bystanders
Rehearse reporting scenarios

The Association of American Universities (AAU) (2015) reports that overall rates of
reporting incidents of sexual assault on U.S. college campuses is low. Often, incidents of sexual
assault are not reported because survivors do not consider incidents to be serious enough,
survivors are embarrassed [and] ashamed, reporting seems like it would be too emotionally
difficult, and because survivors did not think anything would be done about it (AAU, 2015).
In this workshop, participants will learn about sexual assault reporting options and rights,
recognize barriers to reporting incidents of sexual assault (such as those identified above), and
learn about on-campus resources for survivors and bystanders.
Participants will engage in image-theatre exercises as a way to rehearse reporting
strategies.
Agenda (90 min.)

1. Theatrical warm-up (10 minutes)
2. Reporting a Sexual Assault: Your Rights (10 min.)
3. Reporting on-campus (10 min.)
4. Barriers to reporting incidents of sexual assault (10 min.)
5. In-the-news: Technology & Reporting (10 minutes)
6. Resources on-campus for survivors and active bystanders (10 min.)
7. Theatre-exercise (20 min.)
oppressed.pdf
Exercise: The Soldier & The Skipper (p. 8)
2. Reporting a Sexual Assault: Your Rights

Website: American Association of University Women. (n.d.). Know your rights: Sexual
harassment and sexual assault under title ix. Retrieved from http://www.aauw.org/what-
we-do/legal-resources/know-your-rights-on-campus/campus-sexual-assault/
3. Reporting on-campus
Website: Sexual Harassment & Rape Prevention Program. (n.d.) Sexual assault.
University of New Hampshire. Retrieved from http://www.unh.edu/sharpp/sexual-assault
4. Barriers to reporting incidents of sexual assault
Video: Gray, E. (2014). Why victims of rape in college dont report to the police. Time.
Retrieved from http://time.com/2905637/campus-rape-assault-prosecution/
5. In-the-news: Technology & Reporting
Video: Ladd, J. (2016). The reporting system that sexual assault survivors want.
Technology, Education, Design (TED). Retrieved from http://www.ted.com/talks/
jessica_ladd_the_reporting_system_that_sexual_assault_survivors_want
6. Resources on-campus for survivors and active bystanders
Website: Sexual Harassment & Rape Prevention Program. (n.d.) Sharpp services.
University of New Hampshire. Retrieved from http://www.unh.edu/sharpp/sharpp-
services
7. Image-Theatre exercise
oppressed.pdf
Questions to spark conversation: For students living in residence halls, what are the
ways in which they can anonymously report incidents of sexual assault? For students
living off-campus, what are the ways in which they can anonymously report incidents of
sexual assault? If a student reports an incident of sexual assault to the institution, must
they also report it to the police? What was the most effective strategy for convincing
survivors of sexual assault to report?
References
Association of American Universities. (2015). Report on the association of american universities

climate survey on sexual assault and sexual misconduct. Retrieved from https://
www.aau.edu/Climate-Survey.aspx?id=16525
Bell, L.A. (2013). Theoretical foundations. In M. Adams & W.J. Blumenfeld (Eds.), Readings for
diversity and social justice (pp. 21-26). New York, NY: Routledge.
Cares, A., Banyard, V., Moynihan, M., Williams, L., Potter, S., and Stapleton, J. (2015).
Changing attitudes about being a bystander to violence: Translating an in-person sexual
violence prevention program to a new campus. Violence Against Women. 21(2), 165-187.
doi: 10.1177/1077801214564681
Christensen, M.C. (2015). Activating college men to prevent sexual violence: A qualitative
investigation. NASPA Journal About Women in Higher Education, 8(2), 195-209.
doi: 10.1080/19407882.2015.1084330
Christensen, M. C. (2014). Engaging theatre for social change to address sexual violence on a
college campus: A qualitative investigation. British Journal of Social Work, 44 (1).
Retrieved from http://bjsw.oxfordjournals.org/content/early/2013/02/13/bjsw.bct006
Coker, A., Fisher, B., Bush, H., Swan, S., Williams, C., Clear, E., & DeGue, S. (2014).
Evaluation of the green dot bystander intervention to reduce interpersonal violence
among college students across three campuses. Violence Against Women, 17(6), 1-21.
doi:10.1177/1077801214545284
Cornell University. (n.d.)... Men Ending Sexual Violence. Retrieved from http://
share.cornell.edu/education-engagement/men-ending-sexual-violence/
Clery Center. (n.d.).. The campus sexual violence eliminations act. http://clerycenter.org/campus-
sexual-violence-elimination-save-act
DeMaria, A.L., Sundstrom, B., Grzejdziak, M., Booth, K., Adams, H., Gabel, C., & Cabot, J.
(2015). Its not my place: Formative evaluation research to design a bystander
intervention campaign. Journal of Interpersonal Violence, 1-23.
doi: 10.1177/0886260515608804
Fleming, M., Wiersma-Mosley, J. (2015). The role of alcohol consumption patterns and pro-
social bystander intervention in contexts of gender violence. Violence Against Women,
21(10), 1259-1283. doi: 10.1177/1077801215592721
Johnson, A.G. (2013). The social construction of difference. In M. Adams & W.J. Blumenfeld
(Eds.), Readings for diversity and social justice (pp. 15-21). New York, NY: Routledge.
Sadler, K. (2015). Art as activism and education: Creating venues for student involvement and
social justice education utilizing augusto boal's theater of the oppressed. The Vermont
Connection, 31(10). Retrieved from http://scholarworks.uvm.edu/tvc/vol31/iss1/10/?
utm_source=scholarworks.uvm.edu%2Ftvc
%2Fvol31%2Fiss1%2F10&utm_medium=PDF&utm_campaign=PDFCoverPages
Tatum, B.D. (2013). The complexity of identity. In M. Adams & W.J. Blumenfeld (Eds.),
Readings for diversity and social justice (pp. 6-9). New York, NY: Routledge.
United Nations Office of Drugs and Crime. (n.d.)... Peer Education. Retrieved from https://
www.unodc.org/pdf/youthnet/action/message/escap_peers_01.pdf
University of New Hampshire. (2015). Demographics. Retrieved from http://www.unh.edu/

institutional-research/sites/unh.edu.institutional-research/files/SIS35001%20-%20Fall
%202015%20UNH%20Ethnicity%20of%20Students%20-.pdf

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ACTION PLANACTION PLAN PROJECT

Action Plan Project:

Actions Plan Introduction 3

* = Fully developed workshop plans

Action Plan Introduction

Workshop Series Overview

Workshop Series Learning Objectives

Understand the pervasive nature of sexual assault on U.S. college campuses

Continuum of Sexual Assault

How to give and recognize consent

Workshop #1: Introduction to Sexual Assault on U.S. College Campuses

Workshop Session Overview

Agenda (100 min.)

1. Theatre-based icebreaker exercises

Exercise 1: Name & Gesture (p. 6)

2. Kristin Stewart Video Clip

Instructors Note: Kristen Stewart is a well-known celebrity. Her candidness in this

Powerpoint: Promotion Awareness | Victim Empowerment (PAVE). (2012). Open

Instructors Note: This powerpoint provides a great, high-level overview of sexual

4. Continuum of Sexual Assault (Handout)

Instructors Note: Sexual assault occurs on a continuum, ranging from coercive

5. Small-group image-theatre exercise

Exercise: Individual Images (p. 9)

6. Post-workshop questions and handouts

Workshop #2: Consent Is Hot. Assault Is Not!

Workshop Session Overview

Agenda (90 min.)

1. Theatre-based warmup exercises

Exercise: Bombs & Shields (p. 6)

Website: University of Virginia. (2016). What is affirmative consent. Retrieved from

Handout (1A.): University of Virginia (2016). Understanding affirmative consent.

3. Tea Consent video

Video: May, E. (2105). Tea consent. Retrieved from https://www.youtube.com/watch?

Instructions:Flynn, R. (n.d.).. Introducing tableau to students. Retrieved from http://

Video: Cayer, C. (2014). Drama tableau project. Retrieved from https://

Additional Instructions: Drama Toolkit. (n.d.).. Strategies fro tableau/still image

5. Consent Tableau Exercise

Handout (1B.): University of Virginia. (n.d.)... Evaluating consent. Retrieved from

Questions to spark conversation: What non-verbal cues indicate consent? Must

Instructors Note: Check-in with the participants about their comfortability in

Workshop #3Sexual Assault and The Law

Workshop Session Overview

Agenda (80 min.)

1. Theatre-based warmup exercises

Exercise: Tangles and Knots (p. 6)

2. Introductory video on campus judiciary process

3. Legal process and governmental regulations

Powerpoint (slides 20-50): National Association of College and University Attorneys.

Exercise: Two-Models (p. 9)

6. Post-workshop questions and handouts

Workshop #4Alcohol & Drugs

Workshop Session Overview

Agenda (85 min.)

1. Review article prior to workshop

Exercise: Rhythm with chairs (p. 7)

3. Sexual Assault and alcohol video

4. Incapacitation graphic & discussion

5. Alcohol safety video

6. Post-workshop questions and handouts

Questions to spark conversation: Do you believe drinking is a pervasive problem on

Handout: College Drinking Fact Sheet: http://pubs.niaaa.nih.gov/publications/

Exercise: Cat & Mouse (p. 7)