BLUE RIBBON COMMISSION ON CAMPUS-COMMUNITY SAFETY REPORT TO. JULIE E. WOLLMAN, PH.D. PRESIDENT EDINBORO UNIVERSITY REGARDING RECOMMENDATIONS FOR ACTION DATED JUNE 9, 2015IL I. Vv. < TABLE OF CONTENTS Overview. A. Introduction, 1. Focus 2. Secondary Issues 3. Methodology. Executive Summaty..... Working Group Reports... A. College-Town Relations... 1. ASsessmentscemnen 2. Identi 3. Strategic Planning/Recommendations ation of Current Gaps B. Law Enforcement and Code of Conduct... 1. Assessment... 2. Identification of Current Gaps. 3. Strategic Planning/Recommendations C. AOD. 1. Assessment. 2. Identification of Current Gaps vn 3. Strategic Planning/Recommendations D. Threat Assessment... 1, Assessment... 2. Identification of Current Gaps 3. Strategic Planning/Recommendations ..u.ssnnenaneen Implementation/Evaluation.... Conclusion sn. Resources...L OVERVIEW A. Introduction On April 3, 2015, Julie E, Wollman, Ph.D., President, Edinboro University (“the University") formed a Blue Ribbon Commission on Campus-Community Safety (“the Commission”) chaired by Retired Judge, Michael Palmisano, for the dual purposes of ensuring that the University is doing everything possible to secure the safety of students who live off-campus while preparing all students to be the best possible neighbors to other residents of our larger community. Although the University and the Borough of Edinboro (“the Borough”) have collaborated to maintain a strong working relationship that has dealt effectively with most issues, President Wollman belioves that additional measures ere needed to address concerns raised by two shootings that ocourred during the 2014-15 academic yeat, both of which involved students living in off-campus apartments, Accordingly, President Wollman requested that the Commission develop recommendations for action to improve, where possible, the safety of students while preparing them to be even better neighbors and guests of the Borough and our larger community. ‘The Commission began by inviting a free and open discussion among all ‘members duting which everyone shared their perspectives. This enabled the Commission to identify and then focus upon several key areas which form the analytical framework of the recommendations set forth in this report 1. Focus In the course of our discussions, the most robust debate focused upon the following key areas that ultimately formed the framework of our recommendations: College-Town Relations, Law Enforcement and Code of Conduct, Alcohol and Other Drugs (AOD); and ‘Threat Assessment. aor Members of the Commission volunteered to participate in working groups devoted to each of these key areas. Each working group was comprised of members whoseexperience, skill sets, interests and unique perspectives fit with the topics to be addressed by that group." ‘The working groups employed a strategic planning methodology to formulate recommendations for action pursuant to the objectives as defined by President Wollman. ‘The cheirperson of each working group then presented preliminary recommendations to the Commission at-large in order to solicit feedback, input, and ultimately seek, at a ‘minimum, general consensus before preparing and refining final reports for further consideration and debate by the Commission. 2. Secondary Issues In addition to the areas of focus, above, the Commission also identified secondary issues that may affect both the safety of students who live off-campus and the University’s efforts to prepate all students to be the best possible neighbors to other residents of our larger community. a, Admissions Policies/Standards It seems axiomatic that the more selective the University’s admissions policies and standards, the more amenable its students will be to observe the highest. standard of conduct both on and off campus, which includes embracing the duties and responsibilities of bystander intervention programs, AOD-prevention strategies, “good neighbor” initiatives and the like. It, therefore, seems that ongoing efforts by the University to attract and retain the highest quality student will in turn enhance the general overall safety and security of both the campus and the larger, surrounding community. b, Transfer Student Scrutiny The admissions policies and standards include not only recent high school graduates, but also transfer students from other colleges and universities. While the Commission acknowledges that obtaining criminal histories of incoming ‘Borough of Edinboro Chief of Police, Jeff Craft, and Vice President of Student Affairs, Dr. Kean Sablo, served as co-chairs of the Law Enforcement andl Code of Conduct working group, on which Chief of the Einboro University Police Department, Angela Vineent, Erie County Chief Public Defender, Patricia Kennedy, Chief Erie County Detective, Mark Schau, Erie County Detective, Matt Benacci, Borough Councilman, Stephen ‘ONeill, Edinboro student, William Galt, IV, and lawyer, Tim George, served. ‘The University’s Director of Athletics, Bruce Beumgariner, chaired the College-Town Relations working group ‘on which Borough Manager, Taras Jemetz, former Altoona Mayor and lawyer, C. Wayne Hippo, Jr, Rev. Lisa Grant, Vice President of United Way of Erie County, Del Birch, and lawyer, Tim George, served, Assistant U.S. Attorney, Marshall Picvinini chaired the Alcohol and Other Drugs (AOD) and Threat Assessment ‘working groups, on which Erie County Chief Public Defender, Patricia Kennedy, Joseph Conti, J.D., Dr Adrienne Dixon, Rev. Dr. David Fulford, Vice President of Student Affairs, Dr. Kahan Sablo, lawyer, Tim George, Blder Tony Ratcliff, Jr, and University student trustee, Shaquan Walker served. 2freshman can be frustrated by the privacy requirements imposed by the juvenile Justice system, such impediments do not exist for transfer students, who are usually over the age of 18. As such, the University can avoid inheriting the bchavioral problems of certain transfer students by conducting background checks either at no charge online at https//uisportal,pacourts.us or for a relatively small fee of $10.00 through a criminal history check provided by the Pennsylvania State Police, Although the absence of a criminal history does not necessarily guarantee the absence of behavioral health problems in the future, and the existence of a criminal history does not necessarily suggest disciplinary problems moving forward, efforts can and should be made by the University to attract and then sereen the highest quality candidates for enrollment. 3. Methodology After its initial discussions during which the Commission identified Key areas of focus, the Commission, through its several working groups, resolved to employ a strategic planning methodology for each of these areas. The members agreed that such an approach would yield the most meaningful recommendations in the time by which the President had expressed a desire to receive such recommendations, ‘The methodology required the working groups fo assess the nature of the issue or problem; identify how the existing practices may fall short (ie., identify so-called “gaps” between potential challenges and the existing solutions); and develop goals and recommend strategies to meet those goals. The methodology adopted by the Commission involved the following steps: a. Assessment Assessment involves the systematic gathering and examination of information related to creating a safe and supportive learning environment for students. Assessing problems helps pinpoint where problems occur and the affected populations. Assessment examines the conditions that put a community at risk and identifies conditions that can protect against those risks, b. Identification of Current Gaps Identification of current gaps involves the systematic examination of policies, practices, and systems currently employed for addressing the issues and meeting the challenges presented. Analyzing from a variety of perspectives allows for a ‘more objective determination about where current practices could improve to botter address the issues or solve the problems presented. > National Center on Safe Supportive Learning Environments, American Institute of Research (2015) 3c, Strategic Planning/Recommendations Strategic planning is a systematic process to identify and analyze problems, to set goals and objectives for addressing those problems, to select and implement evidence-based strategies for solving those problems, and then to evaluate the success of the strategies.? 4d, Implementation strategic planning process for developing and sustaining safe, supportive learning environments relies on assessment, planning, implementation, and evaluation. Implementation puts into place strategies, activities, and programs aimed at supporting student success. e. Evaluation Evaluation is the systematic collection and analysis of data needed to make decisions, a process in which most well-run programs engage from the outset. Evaluation is the comerstone of strong program planning, execution, and improvement.* ‘The methodology employed by the Commission over a period of about two months, during which each working group met on several occasions, revealed much about the stakeholders, the various challenges presented, and the many benefits of putting people with different perspectives and from different walks of lif in a room together and then giving them the singular task of making things better, I, EXECUTIVE SUMMARY The review of the many strategies intended to promote the welfare of students already in place demonstrates the University’s existing commitment to the safety of students. For ex- ample, the University employs 14 campus police officers who, in addition to protecting and serving students on campus, also patrol - albeit without arrest powers — beyond their jurisdic- tion off-campus. The University Chief of Police, Angela Vincent, and the Borough Chief of Police, Jeff Craft, report thatthe two police departments enjoy a good working relationship. ‘The University provides mandatory AOD education during new student orientation, The University also employs wellness peer educators to educate student about AOD. ‘The Univer- sity provides students with additional AOD awareness education as part of their residence hall programming. More AOD education is provided to “pledges” during fraternity and so- rority intake during which students must pass a training for intervention procedures (TIPS) exam. Other AOD educational programs are required of students, including all student- athletes who are also subjected to mandatory initial drug screening and random drug testing. Further, the University periodically conducts a comprehensive survey which tracks AOD us- 2 a + + faage by students on campus and other measureables linked to AOD; and provides access to certified alcohol counselors, licensed psychologists, crime victim counseling, and domestic violence and dating violence counseling. In addition to the number of campus security officers and an array of AOD awareness and prevention strategies and other services, the University also demonstrates its commitment to the safety and well-being of students by staffing, training, and empowering an Emergency Response Team (ERT) and similar teams (i., PEPER, SALT, ACS). ‘These teams conduct ‘threat assessments of various kinds, from emergencies on campus to academic ot behavioral problems. These teams meet regularly, often on short notice, for the sole purpose of ensuring the welfare of individual students experiencing various difficulties and a safe learning envi- ronment for all students. In addition to the considerable resources and attention devoted by the University to safety and welfare, the University also possesses another invaluable resource, its several thousand students. The cross-section of members who comprise the Commission agree that the vast majority of students present no threat to the safety of the others, including the residents of the larger, neighboring community which surround the campus. Many students, by all accounts, perform community service projects, act as good neighbors, and enhance the overall quality of life and support the economy in the college-town community. Furthermore, nothing speaks to the University’s commitment to the safety of the students and its genuine desire to prepare students to be the best neighbors possible to the larger, surround- ing community more than creating a commission, comprised of Borough leaders and others ‘from outside the college-town community. By making itself vulnerable to criticism, the Uni- versity demonstrates not only its commitment to campus-community safety, but also its strength and leadership. While much is already being done to protect students and the larger, neighboring community from violence and eri ‘The Commission sets forth in this report nearly 60 discreet recommendations, which if im- plemented as part of a collaborative, comprehensive, strategic, multi-component, and coordi- nated approach to preventing the conditions that threaten the safety and welfare of students and the larger, neighboring community can, we believe, do even more to promote campus- community safety. Like the communication which occurred when two dozen people from different walks of life with varying perspectives sat together in a room two months ago upon the formationof this Commission, so too must the leaders of the University, the Borough and other stake- holders in the community work together to identify, implement and evaluate ways to improve safety for students and the larger community in which they reside. IIL. WORKING GROUP REPORTS A. College-Town Relations 1 Assessment In any college town, the key to continuing or improving the relationship between the college and the town is better and more frequent communication. Both formal and informal communication convey the message that “community safety” is the responsibility of everyone — university administrators, faculty, students who reside both on and off-campus, business owners, landlords and residents. The Borough and the University enjoy a good college-town relationship. The willingness of the University’s leadership to convene a commission for the purpose of improving both campus and community safety, and the willingness of tie Borough’s leadership to participate in the work of the commission is a testament to the health of this relationship. Nonetheless, in the discussions of the Commission and more specifically in the College~Fown Working Group, several areas for improvement where this relationship could be improved were identified. Identification of Current Gaps ‘There is a need to further the connection between University students and the larger, surrounding community to reflect that Edinboro is their new, albeit temporary, home. Increased interaction between students and community residents is necessary to enhance communication and nurture relations between the University and the neighboring community. In order to connect students with the town, there needs to be an intentional, active promotion of Edinboro area events. This promotion activity would counter the perception that there is “nothing to do” in Edinboro and would reduce the association of alcohol and other drug usage as being a necessary ingredient for recreational activities. In addition to connecting with the town, a ditect connection between the University, the Borough and local landlords is critical to improving college-town relations. Many University students live off-campus, where their conduct has a significant impact on surrounding neighborhoods and on the landlord/owners of rental housing units. ‘There is a need to create a formal protocol for alerting landlords to issues being generated by their student/tenants so landlords can work with University/Borough officials to correct the issues and improve the behavior of their tenants. The Apartment Association of NW PA is the rental housing industry's trade group, providing high quality information and insights to landlords in addition to developing an objective lease that protects the interests of both renters and landlords alike. A coordinated effort between Edinboro, the University and landlords {n conjunction with the Apartment Association may be necessary to enhance college- town relations and ultimately improve campus and community safety. The connectionwith other local businesses is important as well, including connection with local bars, The connection with local drinking establishments could help the University in ongoing underage alcohol and other drug (AOD) reduction efforts. Increased education of students about their responsibilities as University students and their responsibilities as citizens of the local community is another eritical component of the working group’s analysis of this issue. Students can benefit from consistent college-town efforts to ensure they understand their responsibilities as a University student and resident of the larger community. Although students are subject to the University’s Code of Conduct both on and off campus, a general awareness of this, policy and its reach may be lacking. There seems to be a breakdown between the University and the town with regard to communication about off-campus student misconduct. Both the town and the University seek to enforce the University’s Code of Conduct for off-campus activity, but enforcement requires knowledge about the misconduct. If the University is aware of code of conduct violations, the University will be able to act in an appropriate manner and the student will be aware of the collaboration between the University and the Magisterial District Judge's office. From a communication standpoint, frequent communication from the President of the ‘University to the larger, surrounding community can help to enhance and maintain a strong college-town relationship. Such frequent communication, among other strategies, would engender a stronger connection resident-feel with the University. Likewise, such regular and systemic communication also would send the message to students that they are indeed part of the larger, neighboring community, one that both they and the University values and seek to maintain, ._ Strategic Planning/Recommendations With the foregoing in mind, the College-Town Working Group proposes the following recommendations which are identified as “short-term” ([ess than 60 days fo implement), “mid-term” (up to 6 months to implement) and “long-term” (more than 6 ‘months to implement). Short-Term Recommendations a. Create and implement a procedure for the University to collect citations and criminal complaints from the Magisterial District Judge’s office involving University students with the intent to take appropriate actions. b. Adda “Good Neighbor” Element to Student Orientation for new students and for those moving off campus into the Edinboro community. This would involve adding a community leader to the New Student Orientation program in late August. A 5-10 minute welcome presentation by the community leader should stress i, The students are a welcome part of the community,ii ‘The students should be good guests in the community, and iii, ‘The community should be a welcome host. c. Have the University/Borough/University police develop a landlord notification system to notify landlords of multiple offenses (actions where police are called) at a leased property. d. Create/enhance an off-campus orientation and guide to inform students living off campus of their rights and responsibilities as both a University student and resident of the Borough. Educate the students concerning the following issues: i. Legal issues of signing a lease, ii. Renter’s insurance, iii, The responsibility of being a good tenant; and iv. Making a good first impression with your neighbors. (This could possibly be an on-line program.) ¢, Encourage landlords to join the Apartment Association of NW PA and use the new “plain language” lease developed by this group. £. Create a coordinated, high visibility “branded” effort to promote community service program that would: i, Promote student community service in the community, . Provide a place where the community can propose community service projects that could be performed by students, Publicize the community service performed by students in the Edinboro Journal; and iv. Create a major community service day each semester (similar to “Rake”. g. The University should secure a section/page/column, in the Edinboro Journal for Dr. Wollman to promote University students with the emphasis on good college- town relationships. Note: This would be similar to the regularly featured column Jor the General McLane School District. h. Encourage the bar owners to achieve Responsible Alcobol Management Program (RAMP) certification through the PA Liquor Control Board’s Responsible Alcohol ‘Management Program,Mid-Term Recommendations a, Create a Public Safety Call Line to market to landlords, business owners, community residents and university students. 'b. Create an off-campus housing survey to more accurately gage student satisfaction with living off-campus; create a residential survey to more accurately gage the impact of off-campus students on the quality of life in the community. i, The survey would encompass the following: ) Quality and cost of rental housing, b) Perceptions of safety; and ©) Links to communicate with the university when needed (Public Safety Call Line). ii, Create a survey for Borough residents to gage their satisfaction with University students living off-campus. iii, ‘The survey would encompass the following: 2) Impact of student rental housing on the community, b) Residents? perception of safety; and ©) Links to communicate with the university when needed (Public Safety Call Line). ° Explore the feasibility of a safe ride program on Thursday, Friday and Saturday nights to operate between the hours of 10:00 p.m. and 3:00 a.m. 4. Develop a comprehensive activities webpage/calendar to include Edinboro area activities. Create a website where students, faculty, staff and community members can identify the many things to do at the University and in the surrounding Edinboro area. e. The Edinboro website should link to the University activities page. £. Use social media to promote University/community activities.Long-Term Recommendations a. Have the University and Borough collaborate to create 2 Community Safety program to include a formal bystander intervention program to help educate and train students and residents to assist in creating a safer community atmosphere. b. Have the University and Borough work together to analyze grant opportunities to create a safer environment. ©. Have the University, Borough and Township organize, create and sustain a pattnership with the purpose of creating a safer community. Model the partnership after or even work in conjunction with Unified Erie or Operation Our ‘Town Altoona. This would create a true community collaboration in which all stakeholders would be identified and invited to participate. B. Law Enforcement and Code of Conduct 1. Assessment ‘The overarching issue presented is whether the University can do more to make students and the larger, surrounding community safer, This requires an assessment of those issues and concems that often precede the event that compromises safety. In short, the challenge is not simply recognizing that shootings recently ocourred, but instead identifying both the conditions that put the University and Borough community at risk and what conditions can protect against such risks in the future. In addition to illegal drug and alcohol use, the mental health of college students throughout the United States remains an ongoing concern, with 92% of counseling centers across the country reporting increased numbers of students with severe psychological concerns. (Gallagher, 2007). In a 2009 pilot study conducted by the Study of Collegiate Mental Health, students with mental health issues can experience panic attacks, unwanted thoughts that cannot be controlled, loneliness, irritability, and other behavioral problems. With early diagnosis and treatment, more students can successfully complete college. (Hemphill, Hephner LeBanc, 2010). Growing trends in student mental health concerns make it essential for colleges to ensure a safe environment by identifying indicators of possible mental health issues as part of a ‘comprehensive strategy of erime prevention. Although the vast majority of students do not commit crime, many of them fail to take any action when they witness criminal activity. As passive bystanders, many students fail to intervene or report crime to appropriate authorities due to the perception that doing so would violate social norms of campus life. 102, Identification of Current Gaps While the University’s Code of Conduct system currently addresses drug and alcohol concerns, less attention is paid to student mental health issues. Further, judicial action taken by the University often follows several months or even a year or more behind the prosecution for the same misconduct before the Magisterial District Courts and the Courts of Common Pleas in the Commonwealth. As such, the historical practice of assessing student conduct trends by tracking code of conduct adjudications does not provide an accurate assessment of current student behavior. In addition, although a cordial relationship between University and Borough police exists, @ comprehensive and extensive working relationship between the two police departments does not exist. Moreover, an opportunity seems to exist for the University and Borough to create a so-called “force multiplier” by fostering greater collaboration and cooperation between the University police department and local law enforcement, 3. Strategic Planning/Recommendations a. The University should increase its focus on student mental health and well-being to include mandatory assessments on all AOD student conduct violations. b, All recommendations that emerge from an initial AOD incident, to include a further mental health evaluation or support, must be followed as a condition of judicial compliance. ¢. The AOD sanctions recommended in the student Code of Conduct should not distinguish marijuana from other forms of illegal drug activity. 4. The University should require students to acknowledge their understanding of the student code of conduct electronically as a condition of course registration. ¢. ‘The University should track cases from the local minor judiciary and the Court of ‘Common Pleas in order to better monitor trends and student behavior. The historical practice of assessing student conduct trends by studying only the adjudications administered by judicial affairs does not provide an accurate assessment of current student behavior. £ The Edinboro University Police and the Borough of Edinboro Police Department should inform students of their obligation to report criminal allegations to the Office of Student Judicial Affaits pursuant to the requirement set forth in the student code of conduct. g. The University should provide literature or similar handouts to both police departments and the minor judiciary to facilitate notification to students of th obligation to report criminal allegations in which they are involved to the University. u3 . The Edinboro University Police and the Borough of Edinboro Police Department should collaborate to establish a bystander intervention program. Such a program ‘would allow both permanent and temporary residents of the community to develop appropriate intervention skills to report and respond to criminal activity. Such a program would encourage the community to take an active role in erime prevention both on and off-campus. Anonymous reporting options should be made available to University students and residents of our larger community. Those students and residents express that reporting oriminal activity is unpopular and potentially dangerous when their identities must be revealed in order to report criminal activity. The Viee President of Student Affairs, the Edinboro University Chief of Police, and the Borough of Edinboro Chief of Police should meet twice monthly to collaborate and share sensitive information about eampus and community safety. Such regular communication will enhance collaboration and provide timely shating of information. A memorandum of understanding (MOU) will memorialize this collaborative initiative. The University and Borough of Edinboro leadership should meet with the Chiefs of Police to ensure adequate staffing, funding, and explore ways to leverage and optimize available Iaw enforcement resources. The University and Borough of Edinboro leadership should explore the possibility of securing the legal authority for the Edinboro University Police Department to provide police services within the Borough of Edinboro, and allocating University financial resources for the purpose of funding additional law enforcement personnel for the Borough of Edinboro. ‘The Borough of Edinboro Police Department could provide copies of all citations and criminal complaints, including alfidavits of probable cause, to the University in order to enable the University to initiate administrative proceedings. The University will pick up such documents on a weekly basis and in advance of any monthly reporting provided by the minor judiciary. Likewise, the Pennsylvania State Police could provide copies of all citations and criminal complaints, including affidavits of probable cause, fo the University in a similar manner. (Trooper Basinger has agreed to scan and email such information to Chief Angela Vincent.)c. AOD 1. Assessment, On a national level, the most widespread health problem on college and university campuses in the United States is high-risk alcohol AOD use. Drinking on campus undermines the mission of higher education, with heavy drinking (on and off campus) leading to a decline in academic performance. Communities neighboring campuses also experience the secondary effects of college student drinking. AOD use is a community as well as a campus problem, and campuses and communities need to collaborate to address it, ° ‘The prevalence data for the University confirms that the University is no exception to the national notm for this high-tisk AOD use. Although students are not reporting AOD usage any higher than the national and statewide average, the working group identified some significant red flags for AOD prevention strategies. First, the University's 2013 CORE D&A survey results show University students to be at, near, or above the State and National average in annual, 30 day, underage, and binge drinking prevalence. The same holds true for marijuana and amphetamine use in annual and 30 day (current use) prevalence rates. Second, University students reported some form of public misconduct from AOD use in relatively high percentages - almost 39% in 2008 (39% statewide) and 32% in 2013 (38% statewide). ‘This may represent a problem for 1/3 of the University population. Third, University students reported high levels of experiencing some kind of serious problems associated with AOD use ~ mote that 24% in 2008 (24% statewide) and more than 19% in 2013 (26% statewide). This may represent a problem for almost 1/5 of the University population. Fourth, although most of the University student population knows that there are AOD use policies (almost 95% in 2013), significantly fewer students reported knowing that the University has an AOD prevention program. Almost 62% of the University students said that they “don’t know” whether the University has an AOD prevention program for students (42% statewide). Student responses on the CORE Dé&éA survey reflect the perception that 80.5% of the male students and 75.2% of the female students see alcohol usage as a central part of University social life. As a secondary observation of current AOD and partying trends of University students, the working group also found it noteworthy thet, due in part to academic scheduling and academic expectations, student drinking and partying ‘commences on Wednesdays. Currently, the University does have a framework for AOD programming on campus. The AOD related services include paic Wellness Peer Educators to educate students on AOD use/abuse, There is also residence hall programming on AOD issues, comprised of approximately one program per building, including “Learn the Signs of Alcohol Abuse”, “Drug and Alcohol Awareness”, “Police Dog Program”, “Water “The Higher Education Center fr Alcohol and Other Drog Abuse and Prevertion, “Alcohol and Other Drugs on Campus, The Scope ofthe Problem,” Daniel Ari Kaper; the National Institute on Alcohol Abuse and Alcaholsm. 13Pong”, and an Edinboro Police K9 Unit Demonstration. In addition, the University offers academic course work in related curricula (ie. Health and Paysical Education, Nursing, Counseling, Social Work, ete.), and an AOD education program (“College ‘Transitions”) during new student orientation —a mandatory session for students. AOD issues are also addressed in the new student parent meeting. Other University AOD programming requires AOD education during fraternity/sorority intake, where all potential “pledges” must pass a TIPS (Training for Intervention Procedures) exam. Fratemity/Sorority Alpha Academy standards require “dry” activities and participation in a mandatory risk management workshop. The University also hosts residence hall first floor meetings to discuss behavioral expectations, including being “Dry Campus”, and sponsors a presentation by Mike Green entitled The Four Stages of Drug and Alcohol Awareness”. There is also mandatory AOD Education for pre-season athletes. In addition to programming, University participates in the Core Survey which is administered every 2-3 years to assess University-wide AOD efforts, the Vice President's Office is a member of the PASSHE Campus Alcohol Coalition, and all SGA recognized club/organizstion constitutions have a prohibition of AOD usage. Additional AOD resources are made available such as, Annual Drug Free Schools Mailing to Students and Employees: hitp:/www.edinboro.edu/directory/offices-services/iudicial- affains/drug-free-schools.html; Employees: hitp//wwwedinboro edudotA sset/44ea94aa- Zeb3-Ab 1 b-b53d-06612044d] 28.ndF. ‘There also exists University and NCAA mandatory initial screening end random drug 8(29-Sadeee3285Se&m=del 3936a-7669-4783-b903-04db88aec6f&MailID=27039989, ‘There are also available University campus-based drug and aleohol and support services, such as, free counseling with licensed psychologists, campus-based community AOD treatment services via Gaudenzia; Alcoholics Anonymous Meetings; AOD use/abuse screening for every patient in the health center; Edinboro Campus Ministry; Crime Victims Services Counseling; and Safe Joumey Domestic/Dating Violence Counseling. . Identification of Current Gaps Despite the available services identified above, the working group identified soveral concems with, or gaps in, the University's AOD programming. The working group identified a significant concem that there is no full-time staff position to focus on AOD issues. Although the University provides AOD support for students, the lack of a staff AOD coordinator has not allowed a formal University AOD program to flourish. There is also a general lack of awareness by the student body of the University AOD programming, even though a level of programming exists. The University currently cannot sustain a vibrant, academic-year-long AOD awareness, prevention and intervention program without a full-time staff dedicated to the 14program. Significant early semester awareness work is not capable of sustained effort throughout the academic year. In addition, with almost half of the student body living off-campus, AOD awareness, prevention and intervention programming efforts need to reach students off-campus. The AOD working group would note that assistance to students with AOD issues may be as important, if not more important, than AOD discipline in order for the University to start to impact the AOD culture. From a communication and reporting standpoint, there appears to be a breakdown or lack of consisteney in reporting of problem behavior. The reported (or documented) lower incidence of problem behaviors reflected in University reports that were shared with the working group, appears to be logically inconsistent with the stable or increasing AOD usage prevalence rates. The University student culture of not wanting to (or not having a means to) report misconduct likely contributes to unreported incidence of problem behaviors. There appears to be a breakdown of communication between local authorities and University staff and administrators with regard to student drug and alcohol related misconduct. In sum, there exists a staffing gap in the area of sustainable AOD programming. There is a communication gap between the University and Edinboro authorities on misconduct issues. There is an awareness gap with the AOD programs that are currently in place. As a secondary observation, from an AOD perspective, the University student Code of Conduct and potential disciplinary sanctions identified for students differentiates between illegal drugs and marijuana. This policy differential tacitly lessens the significance of marijuana usage, despite being an illegal drug. Although the AOD working group did not make recommendations on the way the University exercises its various disciplinary sanction options in any given case, we did perceive that the University should maintain a consistent AOD message in the policies and procedures it promulgates. |. Strategie Plenning/Recommendations In light of the foregoing, the AOD working group proposes the following “short-term” (less than 60 days to implement) and “long-term” (more than 60 days to implement) recommendations. Short-Term Recommendations a. Evaluate communication issues and immediately implement broader information sharing on the AOD and related misconduct issues. b. Immediately implement an AOD program awareness campaign with the student body. c. Invite AOD prevention program staff with levels of expertise on AOD college campus programs to the University for a presentation and information sharing summit. Conduct this summit in early August 2015. 154d. Prepare to expand a student (campus and off-campus) awareness campaign on AOD programs and issues, code of conduct expectations, and law enforcement presence, ©. Utilize the University’s campus radio and television to broadcast public service announcements on AOD issues, £ Invite the PA Liquor Control Board higher education specialists to the University in the fall of 2015 to conduct trainings for Resident Assistants 8 Consider use of the D2L to disseminate AOD issues information to students, fh. Expand the University’s website to include important AOD links. i, Ensure that the Code of Conduct and its system of sanctions communicates the proper messages about AOD issues, Remove from the Code of Conduct sanctions any difference between illegal drug use and marijuana use. Marijuana end other non-prescription drug usage is all illegal. Long-Term Recommendations Seck and hire full-time staff member with a background in AOD prevention, Certified addictions specialist, or comparable experience to implement and expand the AOD awareness, prevention and intervention strategies on campus. Effective AOD programing with current staff levels appears to be unsustainable. . Utilizing a full-time AOD Program coordinator, create ot enhance a formal University AOD program with suggestions as follows: i, Follow an Environmental Management ‘Theory approach to the University’s AOD culture. ji, Create a campus-wide task force on AOD issues including faculty, staff and students, ¢. Identify areas within the entire campus environment that impact students decisions to drink or use drugs, such as: i. Campus social noms and expectations. i, Campus policies and procedures. iii, Availability of AODs. 16iv. Enforcement of laws and code of conduct. v. Availability of AOD free social and recreational options. 4. Coordinate with the Pennsylvania Liquor Control Board to conduct a eampus AOD assessment. . Consider expanding the University’s AOD Program to include a ‘community/eampus alcohol and addictions coslition. £. Engage area alcohol business to invite Responsible Alcohol Management Program (R.A.M.P) trainers from the PLCB to Edinboro. Study the University’s academic scheduling and expectations to see what environmental impact scheduling and expectations may have on student AOD usage. Specifically address the impact scheduling has on the University's partying starting on Wednesdays, h. Seek PLCB grant funding for AOD strategy implementation. D. Threat Assessment 1 Assessment As one means to enhance campus and community safety and security it is now uniformly recognized that institutions of higher education, like the University, must develop and implement threat assessment and management processes. According to information from the U.S. Department of Justice, Office of Community Oriented Policing Services, and Campus Threat Assessment Training, more than 20 institutional, state, professional association, and governmental reports have addressed the need for multi-disciplinary threat assessment protocols on college campuses. The best practices for a threat assessment management process require integrating and ensuring communication between university and off-campus law enforcement agencies, student affairs, residential housing, health centers, and others, to share and review reports of “at-risk” behavior and to facilitate timely intervention and a coordinated response. In Edinboro, where so many University students literally live across the street ftom the formal boundaries of the campus, a multi-diseiplinary approach to improving community safety both on and off-campus requires a community effort. The safety and security of the University students and the community may be improved through the expansion of a threat assessment management protocol to include opportunities for community input and involvement, Currently, the University has several structures in place to identify potential threats to campus safety and security and to respond to critical incidents. First, the Emergency Response Team Members (ERT) is one aspect of the University’s threat assessment team and is responsible for addressing any major events. It consists of the 7University’s most senior leadership, and those who have the direct authority to immediately mobilize the personneV/resources required in a local emergency. Any ‘member of the ERT has the authority to immediately call an ERT meeting. ERT has protocol manuals, operating guidelines, etc., to guide the University’s response to emergency incidents. In addition, at the end of any major event, ERT will debrief the situation and make recommendations to improve future responses. Currently the ERT is comprised of the following members: Mr. Guilbert Brown, Vice President of Finance & Administration, Mr. James Dahle, Environmental, Health & Safety Manager, Dr. Michael! Hannan, Provost & Vice President for Academic Affairs, Mr. Michael Hilbert, Interim Director of Facilities Management & Planning, Mr. Jefitey Hileman, Director of Communications, Ms. Tina Mengine, Vice President for University Advancement, Dr. Kahan Sablo, Vice President of Student Affairs, Ms. Angela Vincent, Chief of Police, and Dr. Julie Wollman, President. {In addition, the Preparing/Responding to Emergencies and Protecting Edinboro Resourves (PEPER) Team exists. PEPER operates in a similar fashion as other college/university Behavioral Assessment Intervention teams and functions as an additional facet of the University's current threat assessment process, Discussions ‘between PEPER and the Student Affairs Leadership Team (SALT) occur weekly, and specific students and incidents are discussed and vetted for a collective university wide response. Student incidents from across the campus are logged by the Oifice of the Vice President for Student Affairs, so that recurring themes and student concerns are readily identified for a quick response. Currently, the PEPER Team is comprised of the following members: Ms. Kari Althof, Assistant Director of Frank G. Pogue Student Center, Ms. Michelle Barbich, Director of Campus Life & Leadership Development, Mr. Bruce Baumgartner, Director of Athletics, Ms. Darla Elder, Director of Ghering Health & Wellness Center, Dr. Amy Franklin-Craft, Director of Residence Life & Housing and Judicial Affairs, Ms. Kimberly Kennedy, Director of Students with Disabilities, Dr. Michael Bucell, Director of Counseling & Psychological Services, Dr. Kahan Sablo, Vice President of Student Affairs, Ms. Angela Vincent, Chief of Police, and Ms. Cyndi Waldinger, Assistant to the Vice President of Student Affairs. ‘The Academic Success Center (ASC) receives information ftom all facets of the University via an electronic referral form, phone, or email. Most academic issues are triaged and handled internally. Social and/or health concems are referred to the Office of the Vice President for Student Affairs or the appropriate student affe department (i.e., the Ghering Health and Wellness Center) for resolution. Within the next year, the ASC will be purchasing Starfish, a software product that is designed to assist with the electronic management of academic concems. In addition, the University is currently utilizing Conduct Coordinator (CoCo) - software that keeps notes on students and facilitates student disciplinary contacts, Discussions will soon occur about academic support and student affairs professionals having multi-level access to both systems, so that all appropriate campus helping professionals maintain easy access to all readily available information when interacting with a distressed student. Currently, the ASC is comprised of the following members: Ms. Fai Howard, 18Director, Academic Success and Student Retention, Ms. Ashley Wassel, Ms. Emily Loites, Mr, Aaron Hunisnger, Ms. Kate Damico-Upham, Academic Success Coordinators, Dr. Carol Gleichsner, Dr. Elizabeth Iglesias, Mr. Bruce Skolnick, Director of Career Services, and Ms. Philomena Gill, Assistant Director of Adult and Career Student Services. 2, Identification of Current Gaps Our review of the existing threat assessment process has served to identify two primary areas for improvement. First, there is a significant need to increase the sources of information provided to the PEPER end ERT Teams. Second, there is a corresponding need to improve the working knowledge of the students and faculty concerning the services provided through the University to address students who are displaying problem behavior. The group has identified the following gaps in the current Threat Assessment Initiatives, Policies and Procedures of the University: a, There needs to be an increase in the sources of intelligence and information gathered about potential threats or concerns about student behavior, b. There needs to be an improvement in the working knowledge of the students and faculty about the mechanism for reporting threats or concems about students, ¢. The threat assessment team concept has been functional on campus with regard to the ERT, PEPER and ASC, but it can be improved by expanding the sources of threat information or concerns about students. d. The Academic Suecess Center and its system for reporting academic concerns may lack general acceptance or general usage by staff and faculty, and it is not likely being used to report behavioral health or student conduet concerns. ¢. There is room for improving the connection between the PEPER Team and the Academic Success Center. £, There does not appear to be a centralized means to analyze the potential threat or student concems information that comes in from different campus and off- ‘campus sources. A gap exists in the means to connect the dots of intelligence that may lead to prevention or intervention before problem incidents arise. 3, Strategic Planning/Recommendations a. Increase the sources of information provided to the PEPER, SALT and BRT Teams. b. Create and maintain a mechanism for students and faculty to anonymously provide information to the teams conceming students who are either violating the Code of Conduct or otherwise exhibiting problem behavior. The information ‘would be relayed to the PEPER Team and/or the ERT Team when appropriate, 19c. Improve the reporting by the Edinboro Police Department (EPD) of criminal law violations committed by University students. This goal can be achieved by allowing a University representative to pick-up from EPD on a weekly basis, copies of any and all citations and/or criminal complaints issued by EPD against a student, ‘The weekly collection of such information will be a vast improvement over the current monthly collection of information from the Magisterial District Judge's office by providing a much more timely dissemination of information for appropriate use by the University. It will also serve to provide the University some of the essential factual information which formed the basis of the citation/criminal complaint, In addition to weekly gethering of information from the Borough, the Edinboro University Police (EUP) should seek more frequent release of public information directly from the area Magisterial District Judge. Currently those reports come monthly. It should be noted that EUP currently provides copies of citations issued to students by EUP and does so within 24 to 48 hours after the issuance of the citations. d. Conduct weekly meetings involving Dr, Sablo, the EUP Chief of Police, and the EPD Chief of Police. Important information can be exchanged and thoroughly discussed at those meetings. ©. Improve the existing faculty reporting system by expanding the current computer reporting forms to include an opportunity to report concems for not only matters related to academic performance but, as well, to report concerns about apparent personal problems which students may be experiencing, f. Improve the working knowledge of the students and faculty concerning existing services and problem-reporting opportunities. g. Expand the student orientation program to include a review of the opportunity for students to provide information to the University on an anonymous basis concerning students who are displaying problem behaviors. Continue to present at orientation a thorough review of the available services to address drug, alcohol, and/or mental health problems experienced by students, and the eventual expansion of the campus AOD progtams suggested herein. h. Prior to each semester, faculty should be provided with information which outlines the services which support students who are experiencing drug, alcohol, and/or mental health problems. ‘The information provided to the faculty would also include a delineation of the various methods available to report concerns to the University for appropriate follow-up. 20i, Hire a full-time staff member to analyze, coordinate, and disseminate information analyst to coordinate and disseminate the information reported by students, faculty, staff, law enforcement and the community. A centralized information gathering portal and a staff person to ensure that the potential threat or other behavioral information is analyzed and gets into the hands of the appropriate threat assessment team is ctitical to the success of these threat assessinent recommendations. Any recommendations submitted by the Commission, if deemed to be worthwhile, feasible and otherwise aeceptable strategies for the University to improve the safety of students who live off-campus, while also preparing them to be the best possible neighbors to other residents of our larger community, must then be implemented and evaluated over time. IMPLEMENTATION/EVALUATION A collaborative approach to implementation of the recommendations submitted by the Com- mission is essential to create and sustain a comprehensive, strategic, multi-component, coor- dinated, and meaningful approach to preventing conditions that threaten the safety and wel- fare of students and the larger, neighboring community. The collaboration contemplated by the Commission would require the University, together with all stakeholders in the larger, surrounding community to work with one another to achieve these objectives. In order to implement these recommendations (and identify and overcome potential bamiers to implementations) it is suggested that the President assemble key University and Borough leaders to initiate an implementation plan for the 2015-2016 academic year, Likewise, the University should immediately identify benchmarks or other measurements to bbe used to assess whether the recommendations achieve their intended goals and then deter- mine whether they should continue as is or be expanded, revised or abandoned. 2V. CONCLUSION In conclusion, the Commission suggests that a comprehensive strategic plan addressing the four functional areas of College-Town Relations, Law Enforcement and Code of Conduct Enhancements, Alcohol and Other Drugs Programming Improvements, and multi- disciplinary Threat Assessment Team expansion will provide a solid foundation for ensuring or improving the safety and security of the University campus and the Borough, The mem- bers of the Commission stand ready to provide ongoing assistance to the University as it con- siders implementation of the specific recommendations. Respectfully, Judge Michael Palmisano Chair Dr. Jay Badams Superintendent Bruce Baumgartner Director of Athletics Matt Benacci Brie County Detective Del Birch Vice President, United Wey of Erie County Joseph Conti, J.D. Political Science & Criminal Justice Jeff Craft Borough of Edinboro Chief of Police Dr. Adrienne Dixon Counseling, School Psychology & Special Education Rev. Dr, David Fulford Biology & Health Services William Galt, IV Edinboro Student Tim George Lawyer 2 Rev. Lisa Grant Edinboro United Methodist Church C. Wayne Hippo, It. Former Altoona Mayor and Lawyer ‘Taras Jemetz Borough Manager ly Erie County Chief Public Defender Stephen O'Neill Borough Councilman Marshall Piccinini Assistant U.S. Attorney Elder Tony Ratcliff, Jr. Greater Bethlehem Temple Church Dr. Kahan Sablo ‘Vice President of Student A fairs Mark Schau Chief Erie County Detective Richard Scatella Superintendent, General MeLane School District Angela Vincent Chief of the Edinboro University Police Department Shaquan Walker University Student TrusteeRESOURCES Alcohol and Other Drugs on Campus the Scope of the Problem, Daniel Ati Kapner, a publication of the Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention, August 2008, Campus Security Guidelines, Recommended Operational Policies for Local and Campus Law Enforcement Agencies, Major Cities Chiefs of Police Association; Bureau of Justice Assistance, Office of Justice Programs, U.S. Department of Justice. ‘Campus Threat Assessment Training, A Multidisciplinary Approach for Institutions of Higher Education, Participant's Manual, U.S. Department of Justice, Office of Community Oriented Policing Services; Margolis, Healy and Associates. ‘Campus Threat Assessment Training, A Multidisciplinary Approach for Institutions of Higher Education, Participant's Manual, U.S. Department of Justice, Office of Community Oriented Policing Services (2008). 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