Trainings

This module explains what CAS standards are within the field of Higher Education and what specifically is required for Sexual Violence Related Programs and Services to meet those standards.

This module provides an overview of how both federal and state law shape campus disciplinary procedures in Title IX cases and beyond. Federal law sets a "floor" of due process protections that all schools must implement in their Title IX policies. But state law (and your own campus rules) may add additional protections for parties as long as they don't conflict with federal law and regulation. The module will also cover other ways that the law protects parties to a disciplinary matter, including through civil actions like tort and negligence claims. The goal is for you to better understand how your institution's policies fit within a complicated legal system and anticipate legal risks that may come up in implementing them.

This module trains conduct decision-makers with a step-by-step approach in how to prepare for hearings, synthesize evidence during the hearing, and draft a legally-compliant outcome letter. Please note that this module will not prepare decision-makers to address the unique procedural issues arising from Title IX hearings. But the techniques discussed will be helpful for decision-makers in any type of conduct case.

This module briefly reviews the basics of federal disability law, and then covers the mandatory dialogue between students and institutional officials in seeking and providing accommodations. Then it reviews recent court decisions on the intersection of disability law and the conduct process.

This module discusses the types of due process, their differences, and the flexible ways that due process applies in the student conduct depending on the gravity of offense and the potential loss from the disciplinary action, and reviews landmark case law on due process and its application within student conduct.

This module reviews what due process applies depending on the type of conduct violation, including academic performance, academic dishonesty, and misconduct. It then details the specific due process protections applicable to cases of sexual and interpersonal violence.

This module reviews the role of fact-finders in the conduct process and charts the steps they should follow to make evidence-based decisions. It also covers the rules of evidence covering conduct hearings, including Title IX-specific exclusions. Then it considers legal disputes around the admission of investigative reports, digital evidence, expert testimony, polygraphs, photo arrays, and other evidence types.

This module provides an introduction to FERPA and the protections it offers to students. Topics discussed include what is and is not an "education record" and how the law defines Personally Identifiable Information and "attendance".

This module is aimed specifically at Residential Life Staff who are responsible for training and overseeing incident report-writing. This module provides the fundamentals of report-writing including how to help RAs structure an incident report, what to include, and how to supervise report-writing consistently.

This module is an introduction to the principles of restorative justice. Through this module, you will begin to understand what restorative justice is and its theoretical foundations. You will be able to contrast restorative justice with the investigative/adjudicative approach. You will be able to apply restorative justice in student conduct matters and assess real scenarios implementing restorative justice. Additional sessions will provide a deeper dive into the Restorative Justice framework. 

This module is a three-part video of a mock hearing for a drug violation with two respondents. Please note that this hearing does not demonstrate the elements required for a Title IX or Sexual Misconduct hearing.

This module is intended to provide a foundational understanding of the best practices associated with technology during the administration of a conduct or Title IX related grievance process.

This module will give a foundation to understand the Office of Civil Rights (OCR), the laws they have jurisdiction to enforce, the complaint process and tips for how to work with them to find a resolution to a complaint.

This module provides an overview of and legal definitions for the affirmative consent standard when it comes to sexual activity in higher education. It reviews state laws requiring colleges and universities use affirmative consent definitions, as well as context for how our understanding of consent in this space has changed.

This module takes a close look at specialized evidence types that may be introduced at a student disciplinary investigation and hearing, including SANE records, polygraph test results, prior bad acts, and character evidence, and explores legal and practical considerations in considering this evidence as part of a Title IX investigation.

This course introduces effective interviewing techniques in investigations, including instruction on the impact of interviews on investigation and adjudication, different approaches to conducting interviews, practices that will increase likelihood of collecting reliable information, and guidance on how to ask difficult and sensitive questions.  

A fundamental need of many college students is to be part of team, group or club. Often they try to give meaning to their group by creating pseudo and unsanctioned initiations. Unfortunately without the involvement and guidance of those with wisdom, these attempts often go awry and hazing occurs. Student Conduct Institute members will learn a conceptual framework for the definition of hazing, the continuum of hazing behaviors and some of the theoretical causes for hazing. Since hazing is often done in secret and away from public view, those enrolled in the training will also learn about the culture of hazing and the effects it can have on students. Most importantly, participants will be introduced to a prevention framework and specific strategies each campus can take to address this important issue.

Surveys confirm hazing of college students is most prevalent in athletics. For many college athletes their identity is defined by their participation in sports. So much so that they try to give enhanced meaning to their team experience by creating pseudo and unsanctioned initiations. Those enrolled in this course will learn why this makes athletes a vulnerable population and the social and psychological dynamics involved in this harmful and potentially deadly activity. Student Conduct Institute members will learn a conceptual framework for the definition of hazing, the continuum of hazing behaviors and some of the theoretical causes for hazing. Participants in the training will also learn about the culture of hazing in athletics, with special attention on the effects it can have on athletes. Most importantly, those enrolled in the course will be introduced to a prevention framework and specific strategies and resources each campus can begin to take to address this important issue.

Through images, videos, and other communicative media, this module will provide participants with a broad knowledge of cannabis, and its psychoactive extracts of cannabidiol (CBD) and tetrahydrocannabinol (THC). The module contains common terms associated with cannabis, illustrations of methods for using cannabis, information related to the physical and psychological effects of cannabis use, and a summary of legal issues encompassing cannabis.

Upon completion of the module, participants will be able to:

• Identify cannabis and related paraphernalia
• Identify terminology associated with cannabis
• Describe various methods of using cannabis
• List common physical and psychological effects of cannabis use, including both adverse effects and those considered health benefits
• Summarize legal issues relative to possessing, growing, and using cannabis

This module introduces First Amendment concepts to describe the balance between protecting free speech on campus and preventing sexual harassment. It also examines the question of when online harassment will fall within an institution's Title IX jurisdiction. It then analyzes how recent case law from the Fourth Circuit Court of Appeals addresses the Title IX duty of campuses to prevent and respond to sexual harassment online. And it considers what may be next in this emerging field, including the challenge of policing online content and new laws surrounding non-consensual pornography.

This module reviews the definition of stalking, its prevalence, common behaviors and characteristics of stalkers, cultural foundations, and responding with a trauma-informed approach.

This module is for practitioners who have been trained as RJ facilitators, have an interest in the work of RJ, and for those who’ve heard of RJ and want to learn more.

Through images, videos, and other communicative media, this module will provide participants with a broad knowledge of drugs (other than marijuana and alcohol) abused by students. Drugs that are covered in this module include: over the counter medications that students abuse; prescription drugs that student patients abuse and other students obtain illegally to abuse; and drugs that are illicit altogether. Prescription drugs that are reviewed in this training module are Xanax, Ambien, Adderall, Hydrocodone and Oxycodone; and the illicit drugs Rohypnol, Ecstasy, GHB, Ketamine, and Cocaine. The module contains illustrations and descriptions of each drug, methods of use and abuse, information related to the physical and psychological effects from using these drugs, and legal issues associated with them.

This module is intended to equip participants with a comprehensive understanding of how students abuse certain drugs (over the counter, prescription, and illicit ones). That knowledge will fundamentally assist in fairly and effectively addressing health and safety issues related to drug use on college and university campuses.

This module provides guidance for performing investigations of employee misconduct in academic settings, with a focus on best practices in interviewing parties and witnesses and obtaining evidence.

This module provides an overview of fundamental issues in higher education employment investigations, with consideration of the nature of the charge, the type of employee, and the institutional form, along with the interplay among institutional offices.

This module covers the basics of labor law, as well as some specific aspects of the 2020 Title IX regulations that may affect the relationship between an employer and its unionized employees. It covers notice to unions, the duty to bargain, the standard of evidence, overlapping grievance procedures, and union representatives as advisors of choice.

This course will give an overview of the things Title VII prohibits, including discrimination and harassment based on certain protected statuses, as well as a discussion of Title VII’s requirements and emerging issues in the field.

This module covers what Title IX and Title VII are and breaks down how the 2020 Title IX regulations view and interact with Title VII.

This module provides an overview of how both federal and state law shape campus disciplinary procedures in Title IX cases and beyond. Federal law sets a "floor" of due process protections that all schools must implement in their Title IX policies. But state law (and your own campus rules) may add additional protections for parties as long as they don't conflict with federal law and regulation. The module will also cover other ways that the law protects parties to a disciplinary matter, including through civil actions like tort and negligence claims. The goal is for you to better understand how your institution's policies fit within a complicated legal system and anticipate legal risks that may come up in implementing them.

Education Law 129-b covers a lot of ground, from its best known features, like its definition of affirmative consent, to training requirements for student leaders and athletes to annual aggregate data reporting. This module focuses on the procedural requirements applicable to all private and public institutions of higher education in New York State. It reviews affirmative consent, witness amnesty, the student bill of rights, and the minimum process owed to students in investigations and adjudications of sexual and interpersonal violence.

This module discusses the purposes of cross-examination at a Title IX hearing as described in the 2020 Final Title IX Rule, and introduces the basics of conducting effective cross-examination.

This scenario-based interactive module covers how you decide if a cross-examination question asked in a Title IX hearing is relevant. It will guide you through the relevancy rules outlined in the Title IX regulations, including guidelines regarding making and applying decorum rules. Then it will provide strategies for making this determination and explaining your reasoning to the parties. The goal is for you to become familiar with these rules and develop strategies for applying them in practice.

Users who have completed our "FERPA Fundamentals" modules should review this module for advanced training on the intersection of FERPA, Title IX, and the Clery Act in conduct matters. This module examines what Title IX and the Clery Act say about privacy and reviews when campuses may share information within the Title IX context and when they should do so.

This module explains the legal framework for understanding the nature of conflicts of interest and bias in student conduct proceedings, with a focus on case law and the U.S. Department of Education’s 2020 Title IX Final Rule.

This module covers, first, how to create a hearing panel whose composition and training complies with the law. Second, it reviews the panel's authority to control hearing logistics in an even-handed way that limits the potential for hostility among the parties and the creation of further trauma. Third, it covers conflicts of interest and bias, highlighting where courts have found, or denied, the existence of a conflict. While the module focuses on panels, its principles are equally applicable for single-person fact-findings.

This module covers the purpose and scope of no contact orders, emergency removals under the Title IX Final Rules, and interim suspensions for non-Title IX cases, and reviews the legal requirements for applying and enforcing each type of restriction.

This module provides an overview of the management of a Title IX Hearing under the 2020 Final Title IX Rule, including how to establish and enforce appropriate rules of decorum for a hearing and how to determine the relevance of questions asked during cross-examination.

This module provides a high-level overview of how Title IX applies in student disciplinary proceedings arising from sexual and interpersonal violence, and reviews how to maintain a compliant disciplinary process under the 2020 Title IX Final Rules.

This module covers the duty to offer supportive measures to students involved in disciplinary proceedings arising from sexual misconduct, highlighting the need to provide equality in accommodations for all parties. Any measure offered to a Reporting Individual must also be offered to the Respondent. It considers the range of supportive measures available in a conduct proceeding, including housing moves and academic accommodations, and when they are most appropriate.

This module provides a section-by-section overview of the model investigative report template to ensure documentation of the investigation that is thorough, compliant, and easy to read and understand.

The 2020 Title IX Final Rules require that some types of sexual harassment meet the bar of being “severe, persistent, and objectively offensive” to constitute Title IX misconduct. What does that mean? This module reviews case law from across the country to provide further guidance on types of conduct that may meet this definition.

This module covers the purpose and limits of appeals. Appeals are not do-overs. They are based on a limited set of grounds, usually centered on procedural issues in reaching the determination or a disproportionate sanction. It then covers the procedural requirements for appeals, and what outcomes can come from the process, including the possibility of increased or decreased sanctions.

This module will outline the 2013 Violence Against Women Act’s requirements for training on sexual and interpersonal violence that is culturally relevant and inclusive of diverse communities and identities. Participants will develop an understanding of key concepts and frameworks for approaching cultural relevance and inclusion in the student conduct process. Finally, the module will review examples of how these concepts and frameworks can inform campus responses to allegations of sexual and interpersonal violence.

Now, more than ever, we need our students to feel welcomed in our spaces. Establishing an inclusive environment is essential for building trust and encouraging students to come forward, report, and share their stories. In this interactive presentation we will focus on various ways you and your campus can be more inclusive of the LGBTQ+ community in your Title IX practices, support, and outreach. This session will include discussions around intake processes, how to support our queer communities of color, and share best practices with colleagues working in the field. Participants with a basic level (or higher) knowledge of current LGBTQ+ terminology will be most successful in this session.

This course was created by Jim Hopper, Ph.D., a clinical psychologist and nationally recognized expert on psychological trauma and sexual assault, who has conducted and published research on the neurobiology of psychological trauma and the nature of traumatic memories. Since 2012, Dr. Hopper has trained many professionals around the United States and other countries on this topic, and has created educational writings and videos. For more about Dr. Hopper and his work in this area, see his website and its section on Sexual Assault & the Brain.

This module is designed to provide compliance standards in drafting, serving, and amending disciplinary charges for all types of conduct discipline, with particular attention to the requirements for sexual and interpersonal violence cases. It also details legal standards and best practices for handling scheduling and adjournment issues. And it covers other preparations for a successful hearing, including issues emerging from advisors, evidence, and student privacy.

This module introduces three major legal and ethical concepts governing how college and university officials, including student employees, may disclose student information reported following an incident of sexual and interpersonal violence: privacy, confidentiality, and privilege. The module defines and compares these concepts, and evaluates how they are applied in the frameworks of FERPA and Title IX. The learning objective is for officials who interact with students to understand the meaning of these terms and how to apply them in practice upon receiving a report of sexual and interpersonal violence and investigating and resolving the matter.

This module provides an overview of what constitutes unlawful sexual harassment in two related spheres: schools and the workplace. Specifically, the module will cover the history of legal prohibitions on sexual harassment in the workplace and in education; and of both employers’ and schools’ duties to prevent and remediate such conduct. It will then provide definitions of what constitutes unlawful sexual harassment under federal law in both the employment and education contexts today.

This module is meant to further assist practitioners and attorneys seeking to identify and develop risk management strategies. Through close analysis of Title IX case law, it points to the legal standards for institutional liability in preventing and responding to reports of sexual harassment and violence, with attention to issues of "general" and "heightened" risk contexts. It also covers new developments in the case law that have highlighted the liability of colleges and universities when it comes to preventing "further harassment" against reporting individuals. Under this developing area of law, institutions may be liable not just for affirmative harm, but for the reporting individual’s subjective fear of potential harm.

This module is an introduction to legal compliance issues surrounding the use of trauma-informed practice when investigating and resolving cases of sexual and interpersonal violence on campus. First, it reviews the legal framework surrounding trauma-informed practice in campus settings, including relevant state laws. Second, it explores where courts have identified potential Title IX violations in its use. Third, it analyzes the proper use of trauma-informed practice when making credibility determinations.