Talking Stick - May/June 2017 - 25

Second, approach campus partners
who can advocate for the position and
may later act as partners in disseminating information and working to maintain compliance with federal guidelines.
This type of collaboration is perhaps
even more essential at institutions with
few resources at their disposal. According to Kimberly Christian, vice president for student life at Sterling College
in Kansas, "Limited resources makes
collaboration even more important.
We're a rural school. Our local police
department employs five officers, and
the nearest location for a forensic exam
is an hour away. We simply must work
together diligently to ensure that our
students are fully supported." In many
cases, these partnerships already exist,
and the Title IX coordinator position presents a unique opportunity to
strengthen them. Other key partners
are the campus health care and mental
health providers, who can also provide
the collaborative follow-up work that
needs to be done when working with
student crises.
Purdue adopted the strategy of intentionally reaching out to multiple offices to begin a conversation about how
to improve procedures for addressing
Title IX issues. These conversations,
regarding mutual goals and common
issues, can promote dialogue about
how the position can serve the needs
of multiple departments, which can
result in the development of reporting
structures that facilitate stronger communication, transparency, and accountability. Stronger ties and better communication with campus partners have
enhanced the student support services
at the University of Maryland in College
Park. As Leslie Krafft, case manager for
North Campus, explains, "This type of
position allows for extensive follow-up
with students who experience traumatic
events. We've also been able to partner
to provide break housing, temporary
space for survivors of off-campus
emergencies, and other housing adjust-

ments." Title IX cases, by their nature,
require holistic institutional responses.
Having multiple partners involved in
supporting a Title IX coordinator's
position results in greater synergy and
collaboration, a benefit that has been
increasingly observed since the position
was created at Purdue.
In addition to approaching partners
in other campus areas, establish connections with student leaders. Student
advocacy can be a catalyst for engaging
administrators in discussions about
recognizing and addressing students'
needs. As Title IX issues continue to
draw attention on campuses nationwide, students can help champion the
allocation of resources for this position
and the support it offers. The student
voice at Purdue University led to the
establishment of the Center for Advocacy, Response & Education (CARE),
which, according to its website,
provides "resources and direct services
that are non-judgmental, survivor-focused and empowering. CARE recognizes that each person's experience is
unique, and staff are available to help
each survivor assess their reporting
options and access resources that meet
personal needs."
One of the most critical steps for
advocating for a new position is creating a cost-benefit analysis in order to
illustrate that the position is worth the
financial obligation. Recognizing the
positive impact of not only retaining
students who have experienced crisis
but also helping to ensure their success should be part of the bottom line.
The formal proposal for the Title
IX position should highlight several
points. First, it should showcase the
institution's compliance with the Clery
Act, which requires institutions to
track and disclose information about
campus crime. Emphasis should also
be placed on the idea that this position
will provide individualized attention
to students in need and will ensure
a continued focus on student sup-

port regardless of the current political
climate. With shifting presidential
administrations and changing Congressional priorities, these issues may
begin to receive shifting attention from
a national standpoint, so it's important
to underscore that this position will
continue to make students' well-being
a priority and will help ensure that
these issues receive constant and
consistent care. In addition, include
the following specific points: recognition of any barriers that may block the
proposal's success, as well as plans
for how to avoid them; a detailed staff
structure that allows for the best use
of this staff member's expertise in
Title IX issues; reporting structures in
which this position maintains access
to key decision-makers in the campus
community; and a realistic examination of long-term outcomes.
Finally, do not let the position
description devolve into a type of case
manager position. Obviously, there are
times when this person will have to
provide guidance on campus response,
but the overarching focus of the position should be on prevention, education, and training.
After the position is established,
data can continue to be an important
component of telling your story. Know
what information you want, and then
capture it quantitatively and qualitatively. After the position was created at
Purdue, the number of Title IX reports
from university residences doubled
from year one. This doesn't necessarily
mean that more incidents occurred but
rather that, because of the support and
advocacy a residential Title IX position can provide, students felt more
comfortable about reporting them.
Purdue adopted a similar approach for
collecting data related to mental health
concerns. Examining the dates of selfharm reports, for example, helped staff
identify times that require increased
support. Noticing trends related to
changing seasons, academic stresses,

MAY + JUNE 2017

25



Talking Stick - May/June 2017

Table of Contents for the Digital Edition of Talking Stick - May/June 2017

Talking Stick - May/June 2017
Contents
Vision
Just In
Calendar
Your ACUHO-I
Transitions
Res Life
Facilities
Regroup
Conversations
First Takes
Around Student Affairs
New Members
Snapshot
Talking Stick - May/June 2017 - Intro
Talking Stick - May/June 2017 - BB1
Talking Stick - May/June 2017 - BB2
Talking Stick - May/June 2017 - Talking Stick - May/June 2017
Talking Stick - May/June 2017 - Cover2
Talking Stick - May/June 2017 - 1
Talking Stick - May/June 2017 - 2
Talking Stick - May/June 2017 - 3
Talking Stick - May/June 2017 - Contents
Talking Stick - May/June 2017 - 5
Talking Stick - May/June 2017 - 6
Talking Stick - May/June 2017 - 7
Talking Stick - May/June 2017 - Vision
Talking Stick - May/June 2017 - 9
Talking Stick - May/June 2017 - Just In
Talking Stick - May/June 2017 - 11
Talking Stick - May/June 2017 - 12
Talking Stick - May/June 2017 - 13
Talking Stick - May/June 2017 - 14
Talking Stick - May/June 2017 - 15
Talking Stick - May/June 2017 - 16
Talking Stick - May/June 2017 - 17
Talking Stick - May/June 2017 - Calendar
Talking Stick - May/June 2017 - 19
Talking Stick - May/June 2017 - Your ACUHO-I
Talking Stick - May/June 2017 - 21
Talking Stick - May/June 2017 - Transitions
Talking Stick - May/June 2017 - 23
Talking Stick - May/June 2017 - Res Life
Talking Stick - May/June 2017 - 25
Talking Stick - May/June 2017 - 26
Talking Stick - May/June 2017 - 27
Talking Stick - May/June 2017 - Facilities
Talking Stick - May/June 2017 - 29
Talking Stick - May/June 2017 - 30
Talking Stick - May/June 2017 - 31
Talking Stick - May/June 2017 - Regroup
Talking Stick - May/June 2017 - 33
Talking Stick - May/June 2017 - 34
Talking Stick - May/June 2017 - 35
Talking Stick - May/June 2017 - 36
Talking Stick - May/June 2017 - 37
Talking Stick - May/June 2017 - 38
Talking Stick - May/June 2017 - 39
Talking Stick - May/June 2017 - 40
Talking Stick - May/June 2017 - 41
Talking Stick - May/June 2017 - 42
Talking Stick - May/June 2017 - 43
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Talking Stick - May/June 2017 - 47
Talking Stick - May/June 2017 - 48
Talking Stick - May/June 2017 - 49
Talking Stick - May/June 2017 - 50
Talking Stick - May/June 2017 - 51
Talking Stick - May/June 2017 - 52
Talking Stick - May/June 2017 - 53
Talking Stick - May/June 2017 - 54
Talking Stick - May/June 2017 - 55
Talking Stick - May/June 2017 - 56
Talking Stick - May/June 2017 - 57
Talking Stick - May/June 2017 - 58
Talking Stick - May/June 2017 - 59
Talking Stick - May/June 2017 - Conversations
Talking Stick - May/June 2017 - 61
Talking Stick - May/June 2017 - 62
Talking Stick - May/June 2017 - 63
Talking Stick - May/June 2017 - First Takes
Talking Stick - May/June 2017 - Around Student Affairs
Talking Stick - May/June 2017 - 66
Talking Stick - May/June 2017 - 67
Talking Stick - May/June 2017 - 68
Talking Stick - May/June 2017 - 69
Talking Stick - May/June 2017 - New Members
Talking Stick - May/June 2017 - 71
Talking Stick - May/June 2017 - Snapshot
Talking Stick - May/June 2017 - Cover3
Talking Stick - May/June 2017 - Cover4
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