1
Sexual Violence Prevention and Response Training for B.C. Post-Secondary Institutions
BCcampus
Victoria, B.C.
Safer Campuses for Everyone: Implementation Guide by Sexual Violence Training Development Team is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
2
BCcampus Open Education believes that education must be available to everyone. This means supporting the creation of free, open, and accessible educational resources. We are actively committed to increasing the accessibility and usability of the textbooks we produce.
The web version of this resource Safer Campuses for Everyone has been designed to meet Web Content Accessibility Guidelines 2.0, level AA. In addition, it follows all guidelines in Appendix A: Checklist for Accessibility of the Accessibility Toolkit – 2nd Edition. It includes:
Element | Requirements | Pass? |
---|---|---|
Headings | Content is organized under headings and subheadings that are used sequentially. | Yes |
Images | Images that convey information include alternative text descriptions. These descriptions are provided in the alt text field, in the surrounding text, or linked to as a long description. | Yes |
Images | Images and text do not rely on colour to convey information. | Yes |
Images | Images that are purely decorative or are already described in the surrounding text contain empty alternative text descriptions. (Descriptive text is unnecessary if the image doesn’t convey contextual content information.) | Yes |
Tables | Tables include row and/or column headers that have the correct scope assigned. | Yes |
Tables | Tables include a title or caption. | Yes |
Tables | Tables do not have merged or split cells. | Yes |
Tables | Tables have adequate cell padding. | Yes |
Links | The link text describes the destination of the link. | Yes |
Links | Links do not open new windows or tabs. If they do, a textual reference is included in the link text. | Yes |
Links | Links to files include the file type in the link text. | Yes |
Font | Font size is 12 point or higher for body text. | Yes |
Font | Font size is 9 point for footnotes or endnotes. | Yes |
Font | Font size can be zoomed to 200% in the webbook or eBook formats. | Yes |
We are always looking for ways to make our textbooks more accessible. If you have problems accessing this textbook, please contact us to let us know so we can fix the issue.
Please include the following information:
You can contact us one of the following ways:
This statement was last updated on November 2, 2021.
The Accessibility Checklist table was adapted from one originally created by the Rebus Community and shared under a CC BY 4.0 License.
3
Safer Campuses for Everyone Implementation Guide was collaboratively created as part of the BCcampus Sexual Violence and Misconduct (SVM) Training and Resources Project. The project was led by BCcampus and a working group of students, staff and faculty from BC post-secondary institutions. It was funded by the BC Ministry of Advanced Education and Skills Training (AEST).
4
The Safer Campuses for Everyone training is part of a growing collection of open education resources for addressing sexual violence in post-secondary institutions in B.C. These resources are intended to be of use by staff, students, and faculty working in a range of contexts, including:
Other resources in this collection are listed below.
Training | Audience | Delivery | Length | Summary |
---|---|---|---|---|
Accountability and Repairing Relationships | Individuals who have been informed that they have caused harm in the context of sexual violence | One-on-one or small group facilitation | Four 60-90 minute sessions (minimum) | A series of educational sessions that guides learners through information and reflection activities that help them recognize the harm they have caused, learn how to be accountable, and develop the skills needed to build better relationships and support a safe and healthy campus. |
Active Bystander Intervention | All faculty, students, and staff | Workshop | One 90 minute session | A workshop that focuses on the knowledge and skills needed to recognize and intervene in an incident of sexual violence. Uses the 4D’s Active Bystander Intervention Model. |
Consent and Sexual Violence | All faculty, students, and staff | Workshop | One 90 minute session | A workshop that explores different understandings of consent, including the legal definition. Learners have the opportunity to develop skills related to asking for and giving consent in all relationships as well as discuss strategies for creating a “culture of consent” in campus communities. |
Supporting Survivors | All faculty, students, and staff | Workshop | One 90 minute session | A workshop that helps learners respond supportively and effectively to disclosures of sexual violence. Includes a discussion of available supports and resources, the difference between disclosing and. reporting, and opportunities to practice skills for responding to disclosures. Uses the Listen, Believe, Support model. |
The Safer Campuses for Everyone training is a 75 minute online, self-paced, and non-facilitated training. It was developed in an e-learning program called Articulate Rise. Individuals working in B.C. post-secondary institutions can adapt the course content in the Articulate Rise program and then share the course with learners through a learning management system (such as Moodle, Blackboard, Canvas, and D2L).
The Safer Campuses for Everyone training is recommended for all members of the campus community: students, faculty, administrators, and staff. In the course, learners have the opportunity to increase their knowledge about the types and impact of sexual violence as well as examine some of the reasons why sexual violence happens. They learn about the importance of consent in all relationships and how to safely intervene to prevent sexual violence. As well, they learn about how to find support for themselves or how to support someone else who has experienced sexual violence.
The Safer Campuses for Everyone training can be downloaded from the BCcampus website. The training is based on eight key principles:
For more information about these principles as well as other resources on topics such as content warnings, gender-inclusive language, and accessibility that may be helpful in further adapting this training, visit Bccampus’s Preventing and Responding to Sexual Violence webpage.
The course includes an Introduction, four modules, a Course Summary, and Resources section. There are two versions of Module 4: Supporting Survivors. Module 4a is for students; Module 4b is for faculty, staff, and administrators.
* The content in these sections will need to be customized by each post-secondary institution.
Introduction |
|
---|---|
Module 1: Sexual Violence on Campuses |
|
Module 2: Consent |
|
Module 3: Active Bystander Intervention |
|
Module 4a: Supporting Survivors (for students) |
|
Module 4b: Supporting Survivors (for faculty, staff, and administrators) |
|
Course Summary |
|
Resources |
|
Acknowledgements | blank |
5
This implementation guide is intended to support post-secondary institutions in adapting and delivering the Safer Campuses for Everyone training. It has two sections:
This guide provides information about editing the Safer Campuses for Everyone training in the Articulate Rise program and importing the content into a learning management system. If institutions are interested in using the content (text, videos, images) to develop their own online or in-person training, these files can be downloaded from the BCcampus website.
This training is © 2021 and is licensed under a Creative Commons license (CC BY 4.0 License) which means that you are free to share (copy, distribute, and transmit) and remix (adapt) this resource providing that you provide attribution to the original content creators. You can provide credit by using the attribution statement below.
Safer Campuses for Everyone: Sexual Violence Prevention and Response Training for B.C. Post-Secondary Institutions by the Sexual Violence Training and Development Team is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
Open education resources are teaching resources that have an open-copyright licence (such as one from Creative Commons) or they are part of the public domain and have no copyright. Depending on the licence used, OER can be freely accessed, used, re-mixed, improved, and shared.
The Safer Campuses for Everyone course has a Creative Commons license which allows post-secondary institutions to adapt the course to different audiences on their campuses as long as attribution is provided. Some of the ways that institutions can adapt this course include:
See the 2-page resource 16 Ways to Get Started with Open Educational Resources on Sexual Violence Prevention and Response for additional suggestions about using open education resources.
I
In this section, we provide an overview of each of the areas which require post-secondary institutions to adapt the course content to reflect their institution’s policies, protocols, and local services and supports. At the end of the section, there is a Quick Checklist which summarizes each of the areas described.
Articulate Rise
Articulate Rise is a web application that you can access through an Articulate 360 subscription. You’re not required to download any software and it runs smoothly, on any device, through your browser. Before editing the course content, you will need to have purchased a license for Articulate 360 (which includes a subscription to Articulate Rise). Note: Academic pricing is available for post-secondary institutions.
Introduction |
Module 1: Sexual Violence on Campuses |
Module 2: Consent |
Module 3: Active Bystander Intervention |
Module 4a: Supporting Survivors (for students) |
Module 4b: Supporting Survivors (for faculty, staff, and administrators) |
Course Summary |
Resources |
Acknowledgements |
1
The course begins with a Welcome video that describes key concepts in the course and asks learners to prepare themselves for the course through reflection on a series of questions. Following the Welcome video, there is a territory acknowledgement. Acknowledging the traditional lands of the Indigenous people on which we live, work, and study is an important way to begin a course. Meaningful territory acknowledgements allow learners to develop a closer and deeper relationship with not only the land but the traditional stewards and peoples whose territory they reside, work, live, and prosper in.
Acknowledging the territory within the context of sexual violence training will open a person’s perspective to traditional ways of knowing and being, stepping out of an organizational structure and allowing learners to delve into the their own perceptions, needs and abilities.
When we speak about sexual violence, we cannot do so without highlighting the direct connection to tactics used to colonize and assimilate the Indigenous Peoples of Turtle Island (North America). Sexual violence is intimately intertwined in Indigenous peoples ongoing traumas from colonization; from first contact in North America, to the horrific abuses perpetrated upon children in Residential Schools, the occupation of land and accessing of natural resources without consent, to the forced sterilization of Indigenous women, to the thousands of Indigenous women, girls and Two-Spirit people as victims of sexual or physical violence and death as highlighted by the Missing and Murdered Indigenous Women and Girls Commission of Canada.
Territory acknowledgements are designed as the very first step to reconciliation. What we do with the knowledge of whose traditional lands we are on is the next important step. If your institution has an approved territory acknowledgement, you are welcome to use it in this section. However, as you continue to develop and use this course in your institution, we invite you to consider how to make the statement more relevant to learners and the course content.
2
Module 1 provides an introduction to sexual violence. In the section called “What is Sexual Violence?”, you will need to include information about your institution’s sexual violence policy and related procedures and protocols.
The Sexual Violence and Misconduct Policy Act (2016) requires all B.C. public post-secondary institutions to have a sexual violence policy. Institutions are required to review their policies at least every three years and to include consultation with students as part of the review. You will want to make sure that you are including the most up-to-date version of your institution’s policy.
This section of the course defines sexual violence and provides examples of different types of sexual violence with examples/definitions. Every institution has different definitions of sexual violence and you will want to revise this section to reflect the definition used in your institution’s policy. Some policies include definitions of different types of sexual violence (e.g., sexual harassment, sexual assault, stalking) and include a section on Criminal Code provisions in connection to these definitions. If your policy does not include this information, you can use the included examples.
There is also a section where you can provide a link and summary of your institution’s policy and where learners can find more information about it. This is also a good place to include links to individuals and/or departments on campus that are involved with sexual violence prevention and response (e.g., student services, counselling department, sexual violence prevention office, human rights and equity office, human resources, Dean of Academic Affairs) as well as links to information about accessing support and resources, e.g., making a report, procedures and protocols for investigations.
If your institution does not have a plain language summary of the policy, you may want to collaborate with on-campus organizations to develop one. Within a campus community, English literacy levels will vary enormously. As well, an accessible policy helps to support survivors of sexual violence in having control and autonomy over their options related to making a disclosure, making a report, and accessing supports, accommodations, and other resources.
3
Module 4a provides students with information on how to support a survivor of sexual violence. In the section called “Finding Help and Support,” you will need to include information about available resources and services on-campus and in the community to support survivors of sexual violence.
Support and services vary enormously between communities. The list below provides examples of resources and supports that can be included. It is good practice to include both on-campus and community-based organizations, 24/7 supports as well as supports specific to various communities (e.g., LGBTQ2SIA+ people, multicultural groups). For information about community based anti-violence organizations, VictimLink B.C. (1-800-563-0808) is a good starting place as they will be able to connect you with organizations in your community. In the course, information is organized into three sections (Campus Support Services, 24 Hour Contacts, and Community Support Services), but you are welcome to organize information in a different way, e.g., online services vs. in-person services, services available on different campuses or in different communities where your institution operates or is located.
Examples of resources and supports related to sexual violence:
Locating Community-Based Anti-Violence Programs and Services
Examples of resource lists from other B.C. post-secondary institutions:
4
In the section called “Supporting Survivors,” you will need to include information about wellness and self-care resources for students who provide support to survivors of sexual violence.
Examples of wellness and self-care resources you can include:
Self-care/wellness is a broad topic and it is not possible to provide a comprehensive list and such a list, if possible, would likely be overwhelming for learners. The intention of this section is to role-model the importance of self-care and to provide information about different types of self-care and the range of resources that learners might wish to explore or find helpful.
5
Module 4b provides faculty, staff, and administrators with information on how to support a survivor of sexual violence. In the section “Skills for Responding: Listen, Believe, Support,” you will want to include information about wellness and self-care resources for faculty, staff, and administrators.
Examples of wellness and self-care resources you can include:
Self-care/wellness is a broad topic and it is not possible to provide a comprehensive list and such a list, if possible, would likely be overwhelming for learners. The intention of this section is to role-model the importance of self-care and to provide information about different types of self-care and the range of resources that they might wish to explore or find helpful.
6
You will also want to include information about reporting options specific to your institution, i.e., policies and protocols should a survivor wishes to make a report that may lead to an investigation. Examples of information to include:
You will also want to include contact information for individuals/offices/departments involved in reporting and investigations, including who staff, faculty, and administrators can consult with and receive support.
This section also includes information about accommodations. You will want to include information about accommodations for both students and employees and who is responsible for assisting with accommodations on your campus. (The language you use at your campus may vary, e.g., you may use “academic concessions” instead of “academic accommodations.”)
7
In the Course Summary, learners have the opportunity to review what they have learned and to consider different ways to continue their learning. In the “Continue Your Learning” section, you can provide suggestions for how learners can learn more about sexual violence, either on-campus, in the community, or online.
Examples of learning opportunities you can include:
8
At the end of the course is a section with Resources for learners who may have questions about sexual violence or who may be interested in accessing support and services related to sexual violence for themselves or someone they know. You can use the resource list developed for Module 4a and 4b in this section. We also suggest that you add information about your institution’s sexual violence policy and procedures from Module 1.
9
This “at a glance” quick checklist summarizes each of the sections that require institutions to adapt the course content.
Introduction
Module 1
Module 4A (Student)
Module 4B (Faculty, Staff, and Administrators)
Course Summary
Resources
II
In this section, we provide an overview of how to edit the course content in Articulate Rise and share the course through a learning management system such as Moodle, Blackboard, Canvas, and D2L.
10
Articulate Rise is a web-based application eLearning authoring tool that enables developers and instructional designers to quickly create custom, interactive courses – no coding experience needed. Some of the benefits of using Articulate Rise are:
NOTE: All edits to the Safer Campuses for Everyone course content must be done in Articulate Rise before exporting the course to a learning management system.
11
SCORM stands for Shareable Content Object Reference Model. It’s a collection of online training materials that is put together to an agreed standard for learning objects. The agreed standard tells programmers how to write their code so that it can “play well” with various Learning Management Systems (such as D2L, Moodle, Canvas, Blackboard, etc). The SCORM package has the ability to track user’s progress and completion. Please note edits can not be made once the course content has been published to SCORM.
12
NOTE: There are a few ways to recover accidentally deleted content:
To update the logo or the course banner:
To update an existing cover photo:
To update colour/font of the course:
NOTE: There is no “undo’ button. All edits done are saved in real time.
13
Once all the edits are done, you can now export the course as a SCORM package.
Return to the main landing/home page of the course.
NOTE: If you are in one of the modules, click on the back arrow button to return to the course homepage.
Click on Export at the top of the menu.
Update the settings of the course to:
It’s recommended that institutions create two courses (one for students and the other for staff & faculty) and upload the appropriate SCORM module using the instructions below. This would allow for better user management and course reporting/analytics.
For information on how to access SCORM reports in Moodle, please visit: SCORM reports – MoodleDocs.
For information on how to access SCORM reports in Desire2Learn, please visit: Track activity and user progress on SCORM objects.
For information on how to access SCORM reports in Blackboard, please visit: Add SCORM content packages to your course.
NOTE: All SCORM upload default to 100 points.
For information on how to access SCORM reports in Canvas, please visit: How do I view Course Analytics.
14
Accessibility means that course content is designed for all learners—including those with auditory, visual, mobility, or learning disabilities. Articulate Rise supports NVDA, JAWS, VoiceOver, and TalkBack screen readers and aims to follow Web Content Accessibility Guidelines (WCAG) 2.1 Level AA. You can learn about specific features and ongoing work to develop fully accessible courses in the Rise 360 Accessibility Conformance Report.
Most of Rise’s accessibility features such as keyboard navigation, buttons, links, and forms are built-into the app and do not require input or decision-making from course developers. However, there are a number of accessibility considerations that are the responsibility of course developers. In the Safer Campuses for Everyone course, alt-text (text-based descriptions for images and other non-text content) are provided for all images and graphics. As well, all the videos include closed captioning.
If you change colours or fonts or insert new graphics or videos, you will want to ensure this new content is accessible as well. This means checking colour contrast, labelling graphic blocks, providing closed captioning for videos, and writing alternative text for images. See these articles on the Rise website for more information:
Rise also offers a feature that can easily translate your customized course into a different language (the app supports left-to-right languages and scripts with double-byte character sets). See the following article for more information:
Known Accessibility Issues
Currently, matching drag-and-drop questions and sorting activities aren’t fully accessible in Rise. The Safer Campuses for Everyone course uses drag-and-drop questions in the Knowledge Checks at the end of each module. These activities can be altered (e.g., changed to multiple choice questions) to better meet the needs of your students, if desired.
1
This page provides a record of edits and changes made to this book since its initial publication. Whenever edits or updates are made in the text, we provide a record and description of those changes here. If the change is minor, the version number increases by 0.01. If the edits involve substantial updates, the version number increases to the next full number.
The files posted by this book always reflect the most recent version. If you find an error in this book, please fill out the Report an Error form.
Version | Date | Change | Details |
---|---|---|---|
1.00 | November 31, 2021 | Book published. |