Team 5 Research Report

Campus Crime and Prevention
Kendra Duncan Jordan Rutledge Nicolette Shurba Megan Whitehall
University of Central Florida December 2012
Campus Crime and Prevention ii
Abstract (composed by Jordan Rutledge)

Kendra Duncan, Jordan Rutledge, Nicolette Shurba, and Megan Whitehall known as Group 5spent the majority of their fall 2012 semester at the University of Central Florida researching the prevalence of crime on college campuses. They focused their efforts on the following four issues: theft and burglary, harassment, physical assault, and sexual assault. For each issue, Group 5 investigated the precise nature of it, its frequency at colleges nationwide, its presence on the UCF campus, and existing measures already taken against it. It has been found that there is no such thing as a crime free campus. However, there is always room for improvement and ways to create a safer environment for everyone on campus: students, faculty members, and others. Included in the report are suggestions that they believe will help create an environment in which these crimes will become less common and students can make education their main concern.
Campus Crime and Prevention iii
Table of Contents
List of Tables and Figures..............................................................................................................iv Glossary...........................................................................................................................................v I. Introduction composed by Nicolette Shurba................................................................................1 II. Background composed by Kendra Duncan.................................................................................1 III. Theft and Burglary composed by Jordan Rutledge....................................................................5 A. Define..............................................................................................................................5 B. Scope...............................................................................................................................7 C. Existing Services and Practices.......................................................................................8 D. Suggested Practices.......................................................................................................10 IV. Harassment composed by Kendra Duncan..............................................................................12 A. Defining Harassment.....................................................................................................12 B. Nature and Scope of Harassment on College Campuses..............................................16 C. Nature and Scope of Harassment at UCF......................................................................26 D. Impacts of Harassment on College Students.................................................................29 E. National Cases of Harassment.......................................................................................32 F. Best Practices and Safety Standards for Prevention......................................................36 V. Physical Assault composed by Megan Whitehall.....................................................................39 VI. Sexual Assault composed by Nicolette Shurba.......................................................................45 A. What Is Sexual Assault?...............................................................................................45 B. Nature and Scope of Sexual Assault on College Campuses.........................................46 C. Statistics of Sexual Violence at UCF............................................................................48 D. Crimes Prevention at UCF............................................................................................50 E. Best Practices in Prevention of Sexual Violence......................................................... 53 VII. Conclusion composed by Kendra Duncan.............................................................................55 VIII. Recommendations composed by Kendra Duncan................................................................56 References......................................................................................................................................58 Appendix A: Resources for Violence Prevention..........................................................................65 Appendix B: Background, Summary, and Fast Facts....................................................................66 Appendix C: Summary of Applicable Federal Regulations/.........................................................68 Appendix D: Stalking Fact Sheet...................................................................................................72 Appendix E: Poll on Reddit...........................................................................................................74
Campus Crime and Prevention iv
List of Tables
Table 1. Table 2. Table 3. Table 4. Table 5. Table 6. Table 7. Table 8. Victim rates ages 18-24 Percentage of students... Figures for 2008-2009 Figures for 2010-2011 Stalking behavior Extent of rape Police, UCF, Crime in Florida Domestic violence by type 3 20 27 27 32 47 49 49
List of Figures
Figure 1. Figure 2. Figure 3. Figure 4. Figure 5. Figure 6. Figure 7. Figure 8. Figure 9. Figure 10. Figure 11. Figure 12. Figure 13. Figure 14. Figure 15. Figure 16. Figure 17. Figure 18. Typology of violence Informal poll for UCF students Walkway EBLP Parking garage ELBP Percentage of students who reported bullying Technologies that cyberbullies use Percentage of male and female perpetrators Percentage of students admitting to harassing others Faculty and staff as sexual harassers Stalking statistics Feelings of sexual harassment victims Crime by type Violent crime on campus Perpetrators relationship to victim Crime statistics Murder on college campuses Victim-offender relationship The Campus Sex Crimes Prevention Act 2 4 9 9 17 17 21 22 22 25 30 40 41 42 43 44 48 51
Campus Crime and Prevention v
Glossary
Bullying: the use of force or coercion to abuse or intimidate others. The behavior can be habitual and involve an imbalance of social or physical power. It can include verbal harassment or threat, physical assault or coercion, and may be directed repeatedly towards particular victims, perhaps on grounds of race, religion, gender, sexuality, or ability. Cyberbullying: actions that use information and communication technologies, including internet service and mobile technologies, to support deliberate, repeated, and hostile behavior by an individual or group that is intended to harm another or others. Technologies may include web pages and discussion groups as well as instant messaging or text messaging. Cyberstalking: on-line harassment or electronic stalking. This form of stalking involves offensive, threatening communication through the Internet, via email, chat rooms, or instant messaging or through other electronic means, such as cell phones. Sexual Harassment: Under Title IX (see Appendix B), this refers to unwelcome conduct of a sexual nature, including unwelcome sexual advances, requests for sexual favors, and other verbal, nonverbal, or physical conduct of a sexual nature. Harassment creates a hostile environment if the conduct is sufficiently serious that it interferes with a students ability to participate in/or benefit from the schools programs. Stalking: engaging in a course of conduct directed at a specific person that such is likely to cause fear of material harm to the physical, mental, or emotional health, safety or property of such person, a member of such persons immediate family or a third party with whom he or she is acquainted. This is typically accomplished by following someone or appearing at their home, school or place of business, making harassing phone calls, leaving messages or objects, or vandalizing the persons property.
Campus Crime and Prevention 1
I. Introduction (composed by Nicolette Shurba)

Colleges and universities are macro level institutions that value the growth of the individual and should work towards protecting individual students as well as the collective community of students, teachers, faculty, and staff. These campuses host large concentrations of young men and women and as a result are at greater risk of crimes committed on campus. Policies implemented by Congress have made it mandatory for colleges and universities to inform students of crime-related incidents that occur on campus and to provide students and faculty with safety guidelines. E.g. The Campus Security Act of 1990. The goal of this report is to research crime happening on campuses across the nation as well as within the University of Central Florida community and to comment on best practices in prevention of these crimes, specifically harassment, theft and burglary, and sexual assault and sex violence crimes.
II. Background (composed by Kendra Duncan)

Just like in every sect of society, crime exists on America's college campuses. Joetta Carr argues, "some campus violence is a reflection of societys sexism, racism, and homophobia. Students are acculturated in the dominant ideologies and cultural practices of the times before they come to college" (7). While media coverage of mass shootings and other tragic crimes have increased public awareness of serious violence on college campuses, the actual risk of these types of events occurring is slim. Other forms of crime such as harassment, theft, and sexual and physical assault are more common and can have equally devastating and long-lasting consequences for victims.
Campus Crime and Prevention 2 The Violence Prevention Alliance defines violence as: The intentional use of physical force or power, threatened or actual, against oneself, another person, or against a group or community, that either results in or has a high likelihood of resulting in injury, death, psychological harm, maldevelopment, or deprivation. ("Definition and Typology") The group breaks violence into three categories (self-directed, interpersonal, and collective) based on the perpetrators and victims as well as the type of act. For the purposes of this report, we will be focusing on interpersonal violence in the community. Figure 1 shows a breakdown of these categories.
Figure 1. Typology of violence ("Definition and Typology")
The group of students who are most likely to become victims of crime are first year students because they have new freedoms, lack parental control (often for the first time), and are typically inexperienced in appropriate boundaries for behavior and how to protect themselves. In addition, students who reside on campus may be living in high-density situations where social experimentation is common (Carr 8). Another risk factor is that an increasing number of students
Campus Crime and Prevention 3 enter college with mental health disorders, sometimes severe, and behavior disorders where they may be violent (Carr 8). According Baum & Klaus, between 1995 and 2002, college students between eighteen and twenty-four years of age were victims of approximately 479,000 crimes of violence annually including rape/sexual assault, robbery, aggravated assault, and simple assault (see table 1). Although the numbers of college students reporting crime were lower than nonstudents, the overall picture is similar. More males were victims of crime than females except for in cases of rape or sexual assault. As the study focuses on violent crime, it does not include incidences of theft and harassment. Table 1. Victim rates ages 18-24 (Baum and Klaus 3)
It is also important to note that as Carr reports "campus crime statistics have been found to be flawed due to a significant underreporting among victims" (2). There are many reasons why
Campus Crime and Prevention 4 college students do not report crimes. Often they try to handle problems themselves, and occasionally they do not realize that a crime has taken place. In some instances student may be too ashamed to report interpersonal violence. Group Research In order to gain perspective and gather qualitative data on UCF students' awareness of crime on campus and their personal safety, the group posted an informal question on Reddit, which allows respondents to post answers (see Appendix E). The question was "how safe do you feel on UCF's campus?" Ten individuals responded, and the majority felt safe. However, some commented about dark areas that need better lighting and other areas of campus where they did not feel as safe. Another interesting result was the speculation individuals had about whether or not certain crimes had taken place. For example, one student commented, "Wasn't there a mugging earlier this semester in garage C? Why does that seem to be the problem garage?" The group also created an informal poll using easypolls.com. Although the data is not a reliable statistical sampling, the results are interesting (see figure 2).
Figure 2. Informal poll for UCF students (Poll posted by Jordan Rutledge)
III. Theft and Burglary (composed by Jordan Rutledge)

According to UCFs 2012-2013 Annual Security Guide and Fire Safety Guide, theft is the biggest crime facing university campuses. Our Universitys massive student populationwhich is over 59,000only increases the likelihood of theft, robbery, and/or burglary. UCF also has over 150 buildings. In short, security is a massive obstacle, although not one to be overlooked. A. Define: In order to more fully understand the scope and severity of each crime, the definitions are as follows: Theft Taking something without permission from the owner o The act of theft is defined in Chapter 812 of the 2012 Florida Statutes as when someone knowingly obtains or uses, or endeavors to obtain or to use, the property of another with intent to, either temporarily or permanently: (a) Deprive the other person of a right to the property or a benefit from the property. (b) Appropriate the property to his or her own use or to the use of any person not entitled to the use of the property. o Petty/Petite theft The act of stealing, or attempting to steal, something worth less than $300 (Theft Crime Areas). University example: The amount of items that fall under this category is extremely large, but an example of a petty theft in a university setting could be a person stealing items such as clothing or video games from their dorm roommate.
Campus Crime and Prevention 6 o Grand Theft The act of stealing, or attempting to steal, something worth more than $300 (Theft Crime Areas). University example: Following with the same roommate example that was used for petty theft, an example of an item stolen that would define the crime as grand theft could be a computer laptop, a gaming console, or a television. o Motor Vehicle Theft The act of stealing, or attempting to steal, a vehicle. Robbery Theft with force or threat of force, e.g., by snatching or with weapons o Chapter 812 of the 2012 Florida Statutes defines robbery as the taking of money or other property which may be the subject of larceny from the person or custody of another, with intent to either permanently or temporarily deprive the person or the owner of the money or other property, when in the course of the taking there is the use of force, violence, assault, or putting in fear. o University example: An example of this that might be seen on a university campus is what is commonly referred to as a mugging, e.g., when someone walking to their car or to a building is stopped by a robber, who holds the victim at gun- or knife-point and tells them to give him/ her, the robber, their valuables. Burglary Unlawful entry with intent to commit a theft or felony o The act of burglary, as defined in Chapter 810 of the 2012 Florida Statutes, is to enter a dwelling, a structure, or a conveyance with the intent to commit an offense therein, unless the premises are at the time open to the public or the
Campus Crime and Prevention 7 defendant is licensed or invited to enter. For an act of burglary to have been carried out, it is not necessary that an offense is committed, merely attempting or having the intent to commit a theft or crime can result in being accused of burglary. o University example: An example of burglary in a university setting could include, but is not limited to, entering classrooms, dorm rooms, or offices, with or without using force, with the intent to steal. B. Scope at UCF: Theft o Total value of items or money stolen between 2009 and 2011: $1,322,255 (Crime Statistics). o Total value of items or money recovered between 2009 and 2011: $492,951 (Crime Statistics). o Motor Vehicle Theft 51 cases between 2009 and 2011 (2012-2013 Annual). The monetary value of vehicles stolen between 2009 and 2011 account for the majority of the total stated above: $575,548 (Crime Statistics). Total recovered in the case of motor vehicle theft: $405,557 (Crime Statistics). Robbery 16 cases between 2009 and 2011 (2012-2013 Annual). Burglary 167 cases between 2009 and 2011 (2012-2013 Annual).
The amount of robbery versus burglary cases suggests that in most cases, campus thefts are crimes of convenience. The criminals see an item out in the open, locked in a car, or in a dorm room, and they simply take it when no one is looking (Hermitt).
Campus Crime and Prevention 8 C. Existing Services and Practices: The University of Central Florida already has many great services and safety procedures in existence: UCF PD o The UCF Police Department is located on campus, on Libra Drive, south of the Nike Community of Academic Village (UCF Police Department). o According to Florida State Statute 1012.97, police officers of the University of Central Florida Police Department are declared to be law enforcement officers of the state and conservators of the peace and have the right to arrest, in accordance with the laws of this state, any person for violation of state law or applicable county or city ordinances (Chapter 1012). o The presence of a fully functional and official police department on campus that is easily accessible is an essential part to keeping crime at bay. By simply existing, the Police Department may lessen the prevalence of theft by increasing the fear and likelihood of being caught for potential perpetrators. Emergency Blue Light Phones (EBLPs) o In the event of an emergency, one can use the nearest EBLP to get a direct connection to the UCF Police Department Dispatcher (2012-2013 Annual). Merely the existence of the EBLPs is a significant deterrent for crimes like robbery because, like the presence of a police force, no one wants to be caught breaking the law.
Figure 3 - Walkway EBLP
o There are over 150 EBLPs on the UCF campus. Those located on walkways are poles painted yellow with black writing and have bright blue lights on top, easily visible at night and from a distance (see figure 3). EBLPs can also be found on every level in every parking garage on the UCF campus. These are stainless steel and attached to the wall near the stairwell (see figure 4) (Emergency Blue). Operation I.D. and Property Registration o Under the Operation I.D. program, an officer will engrave an owners drivers license number onto their bicycle. In the case of theft, the likelihood of finding the bicycle is much higher (2012-2013 Figure 4 - Parking Garage EBLP
Annual). Property registration for items with serial numbers is available online at https://secure.police.ucf.edu/PropertyReg/. Students can upload a brief description of their valuables along with the serial number to the aforementioned secure site. This also aides police in the event of finding and returning stolen property (UCF Police Department).
Campus Crime and Prevention 10 Security Cameras o Security cameras that provide surveillance video give the police force a major advantage when searching for a thief or robber. They can provide a precise time as to when a crime was committed, where the perpetrator went after committing the crime, as well as important physical features that will help identify the theif. o A recent example of security cameras in action on the UCF campus is the case of one James Fandozzi stealing from lockers in the Rec. and Wellness Center. After surveillance cameras caught him, the UCF Police charged him with grand theft (Increased Security") D. Suggested Practices: More Security Cameras o As stated in the previous section, security cameras are a wonderful asset to the campus Police Department. It is for this reason that we suggest installing more campus-wide in order to not only record crimes as they are happening, but also to deter the thieves from committing them to begin with. o Parking lots and garages as well as walkways should have easily visible, but not easily accessible, video surveillance cameras. Provide Safes in Dorms o An unfortunate fact of dorm living spaces is the possibility of being stolen from by roommates. UCF can help lower the number of campus-wide robberies by installing safes for students to use while living on-campus. Here, students can store expensive jewelry, important documents, and other valuable items.
Campus Crime and Prevention 11 Distribute physical copies of UCF PD Annual Security and Fire Safety Guide o The UCF Police Departments Annual Security and Fire Safety Guide is an excellent resource filled with many tips for students on how to protect themselves and their belongings. However, it is not distributed in a physical form to them. Rather, an e-mail is sent out informing students of when it is available online. If anyone wishes to own a hard copy, they are available in the UCF Police Department Lobby. o In order to create a scenario where students are more likely to read the Guide, we suggest also providing a physical copy of the Guide to each student, or at the very least, to students most likely to become victims of theft crimes. This would include students living in dorms and students frequenting the Rec. and Wellness Center. Resident Assistants can easily provide their residents with copies and a stack of guides can be placed in easily viewed areas within the Rec. and Wellness Center. Provide Information on Consequences of Theft o We believe that if students are more aware of the legal consequences of theft, they will be less likely to commit the crime. It is for this reason that we suggest adding a section to the Annual Security and Fire Safety Guide that clearly states these facts.
We believe that this combined with the above suggestion of creating a more available guide will produce a more knowledgeable student base that will altogether know how to best protect themselves from theft, will know what to do when theft does occur, and will be less tempted to steal.
IV. Harassment (composed by Kendra Duncan)

A. Defining Harassment
According to USLegal.com, harassment is "a course of conduct which annoys, threatens, intimidates, alarms, or puts a person in fear of their safety. Harassment is unwanted, unwelcomed and uninvited behavior that demeans, threatens or offends the victim and results in a hostile environment for the victim" ("Harassment Law"). Harassment can come in many forms including but not limited to racial, religious, disability, and sexual orientation. However, for the purposes of this report, the focus will be on three forms of harassment that are most likely to impact college students: bullying, sexual harassment, and stalking. The Dear Colleague Letters On October 26, 2010, the Office of Civil Rights (OCR) of the Department of Education published a Dear Colleague Letter that addresses bullying and harassment (see Appendix B). The letter contains several requirements that include accountability for cyber-bullying that takes place off-campus and for bullying and harassment about which the school reasonably should have known. In addition, on April 4, 2011, OCR released another Dear Colleague Letter (see Appendix C) that provides guidance and reminds the colleges and universities that accept federal funds of their responsibilities to address sexual harassment and assault under Title IX of the Education Amendments of 1972. Both of these documents serve as a framework for postsecondary institutions to follow when establishing policies for dealing with different forms of harassment.
1. Bullying
What is bullying?
Bullying consists of three basic types of abuse: emotional, verbal and physical. It is abusive treatment, the use of force or coercion to affect others, particularly when habitual and involving an imbalance of power. Bullying may involve: verbal harassment physical assault coercion
In her paper, Dickerson states that bullying is "a type of aggression that involves a persistent, unwelcome pattern of intimidation and harassment by one person designed to humiliate or frighten another" (52). One study found that the university setting could unwittingly foster bullying in several ways. Classes are larger, professors often teach without teacher training background, and students have more unstructured time than they did in the high school environment under parental guidance (Dickerson 64). To make matters more complicated, technology has advanced rapidly. Technology provides bullies with constant access to their victims, and according to Dickerson, "[it] allows tormentors to act under a veil of anonymity, which only increases maliciousness" (56). Cyberbullies utilize technology in ways that allow them to control and intimidate others on campus, including students, faculty, and staff. Cyberbullies have access to a variety of tools such as email, websites, blogs, and IMs. Bullies also may use text messaging, or they can threaten physical violence and damage the property of their victims.
2. Sexual Harassment
What is Sexual Harassment?
Sexual harassment occurs when a person or group hurts another person by: taunting or discussing sensitive sexual issues creating sexual rumors or messages making homophobic comments rating sexual body parts or name-calling telling sexual jokes initiating unwanted sexual touching
Sexual harassment includes verbal, nonverbal, and physical behaviors that create a sexually hostile learning or working environment ("Sexual Harassment Statistics"). While definitions may vary, Title IX (see Appendix C) provides a legal definition as well as guidelines for schools to follow when dealing with sexual harassment, which OCR interprets and enforces. According to OCR, there are two types of sexual harassment in educational institutions: quid pro quo and hostile environment. Quid pro quo harassment involves requests for sexual favors, generally by a school employee to a student, in exchange for some type of educational participation or benefit. Hostile environment harassment entails harassing sexual conduct that is so severe, persistent, or pervasive that it limits a students ability to participate in or benefit from educational activities (Hill and Silva 7).
3. Stalking
What is Stalking? Stalking is a pattern of repeated and unwanted attention, harassment, contact, or any other course of conduct directed at a specific person that would cause a reasonable person to feel fear. Stalking can include: communicating with the victim leaving or sending items or presents following or laying in wait for the victim making direct or indirect threats to harm the victim, the victim's children, relatives, friends, or pets damaging or threatening to damage the victim's property harassing victim through the internet posting information or spreading rumors about the victim obtaining personal information about the victim.
While one might consider stalking a form of harassment, it is a much more serious offense and can escalate to violent assault. Kirkland writes, "stalking generally refers to harassing or threatening behavior that an individual engages in repeatedly, such as following a person, appearing at a persons home or place of business, making harassing phone calls, leaving written messages or objects, or vandalizing a persons property" (1). Stalking is unlike other crimes because it involves a series of actions that, when viewed individually, may be perfectly legal. For example, it is not a crime to send a greeting card or stand across the street from someones residence. However, when these actions are part of a pattern of behavior where one intends to instill fear in a victim, they may be considered illegal. (See Appendix C for general facts related to stalking such as victimization, impact, homicide, and laws.)
B. Nature and Scope of Harassment on College Campuses

Although The Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act (1998) requires colleges to publish annual crime statistics for their campuses, it excludes offenses such as threats, harassment, and vandalism, which makes it difficult to form a clear statistical picture of harassment on college campuses. Researchers must rely on selfreporting data from students. Nevertheless, researchers have published several studies that indicate harassment is an issue college students face. According to Blackbarn, "a survey conducted by the American Psychological Association on graduate students revealed that 12.7 percent of college students have experienced some form of harassment while at school. . ." The Department of Justice reports that on average between 1995 and 2002 about 7.9 million people between eighteen and twenty-four years of age were enrolled full or part-time in a college or university (Baum and Klaus 3). Therefore, it would be logical to conclude that nearly one million of those were the victims of some form of harassment.
1. Bullying
Although bullying and cyberbullying have gained national attention in elementary, middle, and high schools, researchers have gathered little data on bullying and cyberbullying among college students. Nevertheless, students face this serious issue. According to Sicking, "research conducted by professors at Indiana State University shows that bullying and cyber bullying doesn't come to an end with high school." Sicking cites a study by MacDonald and RobertsPittman, ISU professors, which found that bullying and cyberbullying take place far too often (see figure 5).
Students Surveyed
50% 40% 30% 20% 10% 0% knew someone who was bullied reported being cyberbullied reported being bullied 38% 22% 15% 9% bullied someone else
Figure 5. Percentage of students who reported bullying
In a different study, more than 60% of respondents reported observing another student being bullied; more than 6% reported being bullied occasionally or very frequently; and over 5% stated that they had bullied other students (Dickerson 63).
Cyberbullying
With advances in technology, cyber bullies have many more avenues for attacking their victims. Media such as text messaging and IMs allow for personal attacks while social networking sites such as Facebook and Twitter provide instant access with an unlimited audience. According to Sicking, students who were victims of cyberbullies reported a social networking site as the technology cyberbullies used most often (see figure 6).
Technology cyberbullies use
13% 25% 16% 21% social networking sites harmful text messages harmful email instant messages
Figure 6. Technologies that cyberbullies use
Campus Crime and Prevention 18 While college students are more likely to be victims of cyberbullies, faculty and staff are not immune. The same gossip websites where college students may be victims can also plague faculty and staff, often without their knowledge. An example of a website where cyberbullies might attack faculty and staff is ratemyprofessor.com. This popular site exists to allow students to learn more about their professors and the courses they plan to take prior to enrolling. Students provide comments and feedback about the professors they have taken previously. The comments may be positive or negative, and even though the website provides guidelines that prohibit threats, violence, intimidation, and other inflammatory remarks, a student could post commentary that is damaging to an instructor's reputation (Martin and Olson). Unfortunately, faculty and staff may be reluctant to report problems for fear of being viewed as incompetent and with doubt that administrators will support them (Dickerson 62). Dickerson shares several real-life incidents of cyberbullying that she personally experienced as Dean. In one case, she was the victim of a fake email that circulated before finals. The message only reached a small audience of twenty-five students, but it was sufficient to create anxiety in the students and forced Dickerson to spend hours convincing them that she had not sent it (64). In another case, Dickerson had received transcripts from chat room conversations between students. She explains: The transcripts were shocking. The participants bragged about alcohol and drug use, played games that focused on a certain male body part, threatened violence against females, ridiculed classmates based on religion and skin color, and speculated about the sexual orientation of one professor. The students also coordinated to disrupt class by making noises on cue.(Dickerson 65)
Campus Crime and Prevention 19 The students had not attempted to hide their identities, so the school was able to identify them and found that the division between males and females was nearly even. In a third example, the cyberbullying escalated from emails threatening physical violence to property damage (Dickerson 65). All three incidents took place on the same campus among law school students, and they clearly illustrate the real problem of bullying on college campuses in general.
In their research, Hill and Silva found that sexual harassment is widespread among college students across the country where a majority of college students experience sexual harassment and more than one-third encounter sexual harassment during their first year. "Nearly two-thirds of college students experience some type of sexual harassment. Yet less than 10 percent of these students tell a college or university employee about their experiences and an even smaller fraction officially report them to a Title IX officer" (Hill and Silva 2). Another sobering finding from Hill and Silva's research is "most college students (89 percent) say that sexual harassment occurs among students at their college, with one-fifth (21 percent) saying that peer harassment happens often" (14). In addition, sexual harassment is not limited to one gender. Male and female students are equally likely to be victims, although females are more likely to be the target of sexual jokes, comments, gestures, or looks and males are more likely to be called a homophobic name. LGBT students are even more likely to be victims of sexual harassment (Hill and Silva 3). Location is not a determining factor either. Sexual harassment is not limited to student housing; it occurs nearly everywhere on campus, including classrooms. In addition, it is not limited to the size or type of the school, although it is most common at large universities, four-year institutions, and private colleges (Hill and Silva 2-3). While a majority of students experience non-contact forms of harassment, nearly one-third experience some form of physical
Campus Crime and Prevention 20 harassment. According to Hill and Silva, "on a campus of 10,000 undergraduate students, about 6,000 students will be harassed" (14). Table 2 outlines the various forms of harassment that the students Hill and Silva surveyed experienced. Table 2. Percentage of students who have been sexually harassed or know someone that has been sexually harassed (Hill and Silva 15)
Perpetrators of students who admit to being sexually harassed Students harassing other students is the most common form of sexual harassment on campus. In their study, Hill and Silva found that 68 percent of students reported that peer sexual harassment happens often or occasionally, and 80 percent of students who experienced sexual harassment have been harassed by a peer (20). The perpetrators of sexual harassment vary in gender and position. Figure 7 shows the percentage of students who have been harassed by specific groups. Female students were more likely to be harassed by a man or group of men
Campus Crime and Prevention 21 while male students were fairly equally harassed by men, women, and groups. Approximately 13 percent of students are not sure who harassed them (Hill and Silva 21-22).
Male Students
Female Students
group of women 6% one man 58% group of men 48%
group of men 21%
one man 37%
one woman 9%
group of men & women 23%
one woman 33%
Figure 7. Percentage of male and female perpetrators
Students who admit to being sexual harassers

About four in ten college students admit to harassing someone (Hill and Silva 22). As figure 8 shows, males are more likely to admit to harassing others where more than half of male college students admit that they have sexually harassed someone in college. More than one-fifth admit to harassing someone often or occasionally, and one-fifth of male students say that they have physically harassed someone. Nevertheless, female students, almost one-third, have also admitted to harassing another student. According to Hill and Silva, "the distinction between harasser and victim is also not so clear, as many students who admit to harassing others have been harassed themselves" (22). They cite that 55 percent of students who have been sexually harassed also admitted to harassing others; whereas only 17 percent of students who have never been harassed admitted to harassing others (22).
60 50 40 30 20 10 0
51 31 22 20
Male Students Female Students
harrassed others
often or sometimes
physically harassed someone
Figure 8. Percentage of students admitting to harassing others
Faculty and staff as sexual harassers

While sexual harassment of undergraduates by faculty and staff is less common than peer harassment, it does occur. Percentages are much lower for faculty to student harassment (see figure 9), and only a small number of students cite resident advisers, security guards, coaches, counselors, or deans as harassers. Almost one-fifth of students say that faculty and staff often or occasionally sexually harass students. Nevertheless, Hill and Silva assert, "these percentages imply that roughly half a million undergraduate students are sexually harassed by faculty or other college personnel while in college" (21).
students who admit being harassed by faculty or staff
7% 18% 25%
students who say it happens
students who say it never happens
0.05
0.1
0.15
0.2
0.25
0.3
Figure 9. Faculty and staff as sexual harassers
3. Stalking
One might consider stalking an epidemic in America. Dapice states, "more than one million women and nearly 400,000 men are stalked in the US every year." However, according to the 2009 Bureau of Justice Statistics Special Report, Stalking Victimization in the United States, 3.4 million people were stalked during a 12-month period, and persons ages 18 to 24 experienced the highest rates of stalking victimization (Model Campus 3). Gray maintains that "the rates of stalking on college campuses are higher than in the general population. . . "(1). According to Kennedy and Taylor, research shows that one in ten college students are stalked each year (5). Other studies have shown that 25-30 percent of college women and 11-17 percent of college men have been victims of stalkers (Carr 4). While all students, faculty, and staff are at risk, Carr asserts, "stalking victimization may be even greater among female students than in the general population" (4). The National College Women Sexual Victimization Study found that over 13 percent of college women had been stalked in the academic year prior to the study. Sadly, more than 83 percent of stalking incidents were not reported to police or campus law enforcement (Model Campus 3). Stalking on campus is a difficult behavior to recognize. Kirkland states, "these incidents are sometimes first seen as flattering. The target may dismiss the behavior as merely socially immature and choose to give the stalker the benefit of the doubt" (2). Nevertheless, current research shows that stalking has become a common occurrence on todays college campuses. Research also proves that stalking is a problem college students face for several reasons. The first factor to consider is the age of students. According to Carr, "college-aged individuals are so young that they are still learning how to handle and act in complex social relationships and situations" (4). First-time college students may be as young as seventeen, and they often do not
Campus Crime and Prevention 24 posses enough maturity or experience to set clear boundaries for their own or others students' behavior. In addition, college students are in a highly social atmosphere where stalking behavior may be confused with positive, romantic attention at first (Kirkland 2). Another reason is that "the nature of student life and structure of college campuses may contribute to higher victimization rates" (Carr 4). Some students are independent from authority figures for the first time in their lives. In addition, they have longer periods of unstructured and unsupervised time than what they had throughout their previous school experiences. Additional factors include flexible schedules, close living arrangements, and campus culture. The campus is a closed environment where it is easy to determine a students schedule; student movement through the campus is predictable and access to residences as well as academic buildings may be quite easy. One can easily find information about a selected student through the campus directory, including the students address, telephone number, and email address. (Kirkland 2) Students are not the only potential victims of stalkers. Faculty and staff are more likely to misinterpret student attention as a harmless crush or flattery that will end with the semester. In addition, the environment of the college structure, inexperience of student in relationships, and celebrity status of some instructors all create a fertile ground for stalking behaviors. Faculty are less likely to report stalking by students due to various factors including the age difference and fear of student retaliation with false claims such as sexual harassment by the instructor. Unfortunately, researchers have published few, if any, studies that provide a statistical overview of faculty and staff victimization.
Campus Crime and Prevention 25 Typology of Stalkers Many stalkers are anti-social, manipulative, deceptive, obsessive-compulsive, and have a history of failed relationships (Kirkland 4). Stalkers can come from a variety of backgrounds, but most have above average intelligence. Dapice states: The higher intelligence of stalkers accounts for their resourceful and manipulative skills when their intelligence is misdirected. Accordingly, stalking victims and perpetrators have relatively higher education and are more likely to go into professions and higher status jobs. Often stalking perpetrators are regarded well by the universities for their high abilities. Often praised and rewarded for their talents, their narcissism may not be obvious. According to Kirkland, nearly 90 percent of stalkers are male (4). Model Campus found one study that showed that a current or former boyfriend was responsible for stalking 43 percent of victims (4). Carr reports that more than 80 percent of female victims know their stalkers (4). According to a national survey of two to four year colleges, the stalker may be an intimate partner, peer, acquaintance, or co-worker (see figure 10).
co-worker friend acquaintance classmate intimate 0
5.6 5.6 10.3 24.5 42.5 10 20 30 40 50
Figure 10. Stalking Statistics (Carr 4)
Campus Crime and Prevention 26 While female victims are often close to their stalkers, male victims tend to be stalked by strangers and acquaintances rather than intimates (Kirkland 4). When stalkers are predators in positions of power, they can have even more than usual control over others. Although few stalkers on college campuses are faculty or staff, cases do exist. For example: on one campus, a psychology professor, also former student counseling director, was later learned to have stalked three menall leaders in the community. Eventually they each learned they'd been stalked by the same woman. Her skill in target shooting was used in threats against them. She was armed at all times. She constantly called, harassed, threatened, pretended a suicide attempt, stole one pet and killed another, and destroyed property. It isn't known if any students were victims. The male victims were hesitant to tell anyone for the reason that most men don't report being stalked. Since then she has had several last name changes, been employed by a number of universities, and is potentially dangerous on a number of levels. (Dapice)
C. Harassment at UCF
Although the Clery Act requires colleges and universities to publish crime statistics annually, the reports only require data for manslaughter, sex offenses, robbery, aggravated assault, burglary, motor vehicle theft, and arson as well as hate crimes. However, in the annual "Uniform Crime Report" that the UCF Police Department publishes on its website, there is information regarding aggravated stalking, threat/intimidation, and simple stalking (see tables 3 and 4). Sexual harassment is not included, and there is little information about the actual incidences of these forms of harassment as most go unreported and few are documented unless the police become involved.
Campus Crime and Prevention 27 Table 3. Figures for 2008-2009 ("Uniform Crime Reports 2009")
Table 4. Figures for 2010-2011 ("Uniform Crime Reports 2011")
1. Bullying
According to the information provided annual crime reports, there were six incidents of threat/intimidation in 2009 at UCF. This number increased the following two years to fifteen and fourteen incidents respectively. It dropped again in 2011 to only five.
Campus Crime and Prevention 28 While the domestic violence tables list the number of cases reported to police each year, they do not document incidents that may be handled by university administration, faculty, and other individuals, nor can they give an accurate picture when one takes into account that many times these cases go unreported. Nevertheless, several news stories focus on hazing, a form of bullying. Recently (November 2012), a student sent an email to an anti-hazing speaker regarding allegations of hazing at a UCF fraternity. According to the message, fraternity brother yelled at and beat pledges while they exercised in buckets of ice water ("UCF ATO Fraternity"). Another Greek organization was under suspicion of hazing in 2010. A call from a pledges parent prompted the suspension of a sorority. Allegations detailed how pledges were forced to do hundreds of push-ups and sit-ups, and were driven to houses off campus only to be kicked out with no way to get home. There was also verbal abuse and sleep deprivation. In addition, earlier in the week a fraternity had been accused of brutally beating a pledge with canes ("Sorority Suspended").
Currently, there are not studies or records available to review for statistical data regarding sexual harassment on the UCF Campus. If reported, these crimes are often handled by professionals such as those at the Victim's Services and administration. Nevertheless, one can find stories. For example, in 2008, UCF fired a baseball coach named Jay Bergman for allegedly sexually harassing an equipment manager. According to an Orlando Sentinel article quoted by Jempty, "Bergman used a bat to simulate raping equipment manager Chris Rhyce . . . he was held down on the field, fully clothed, by a baseball staff member before a March 7 game while the players watched." Previously in 2006, Bergman had already been accused of inappropriate behavior toward a player and suspended for one game (Jempty).
3. Stalking
According to the annual crime reports, there were no cases of simple or aggravated stalking at UCF between 2008 and 2011. However, evidence exists to prove that this may not be accurate, or that stalking has seen a dramatic increase in the past couple of months. An article in Knightly News states that there has been an increase in cases of stalking partially due to advances in technology and social media. Carriere writes, "Sarah Laake, assistant coordinator of Victim Services, said shes seen a slight rise in stalking cases reported lately. . . The UCF Police Department reports four stalking cases within the last two months (since October 23), and those are only the ones recorded by police. Victims often underreport the crime, and Laake says that victims bypass the police altogether and report directly to Victim Services because they can remain anonymous (Carriere). Another example of a case that may not have been reported by UCF police occurred between 2009 and 2010. A student, Kristen Pratt, was stalked by a fellow student via Twitter and YouTube. Patrick Macchione plead no contest to nineteen charges of cyber stalking against Pratt while the two were students at the University of Central Florida. He sent death threats to Pratt over Twitter and posted at least twenty-seven lewd and threatening videos to her on YouTube in 2010. He also posted messages to her Facebook account and left hundreds of messages on her voicemail account (Kindelan).
D. Impacts of Harassment on College Students

1. Cyberbullying
Studies show that as victims of bullying get older, their self-esteem is less likely to recover. When this occurs, it sometimes has the devastating result of suicide. While not all victims commit suicide, many suffer in silence. Other impacts that Dickerson notes are leaving the
Campus Crime and Prevention 30 environment, asking for help, and seeking revenge (61). Victims of bullying may experience many stress-related problems and illnesses. They can also experience shame, academic difficulty, embarrassment, and fear (Dickerson 60).
Although many college students downplay the serious of sexual harassment, the ramifications can be serious. According to Hill and Silva, "sexual harassment can damage the emotional and academic well-being of students, provoke and exacerbate conflict among students, and contribute to a hostile learning environment" (4). Students who are victims may become more self-conscious. They can also experience feelings of anger and fear as well as lowered selfesteem (see figure 11).
Feelings experienced
not bothered afraid or scared angry self-consoious or embarassed somewhat upset 0 10 20 30 40 50 60 6 32 55 57 68 70 80
Figure 11. Feelings of sexual harassment victims ("sexual Harassment Statistics") In addition, victims can experience a wide range of other effects from sexual harassment that impact their academics including: difficulty sleeping, loss of appetite, decreased participation in class, avoiding a study group or place on campus, and avoiding a professors office hours. For some, daily routines such as walking on campus become difficult. Sometimes the impact is so severe that a student drops a class, changes his or her major, or transfers to a different college (Hill and Silva 35). According to "Sexual Harassment Statistics," 16 percent found it difficult to
Campus Crime and Prevention 31 study or pay attention in class, 9 percent dropped a course or skipped a class, and approximately 27 percent of students avoided particular places on campus as a result of being sexually harassed. Hill and Silva suggest that the negative effects of sexual harassment affect more than just the victims. "For colleges and universities, sexual harassment can be financially costly and damage their reputations. More broadly, society as a whole is affected as graduating students bring their attitudes about sexual harassment into the workplace and beyond" (Hill and Silva 4).
3. Stalking
Victims of stalking typically experience some form of emotional or psychological injury. According to Model Campus, three in ten college women reported this type of injury from being stalked (3). Kirkland states: stalking often causes pervasive, intense fear and can be extremely disruptive for the victim. In addition to presenting a continual threat of physical and/or sexual violence, the stalker can erode the victims sense of safety and personal control. Victims many times do not know what to do to stop the stalkers behavior. (2) Victims may also suffer from physical harm or become a victim of sexual assault (Carr 4). Westrup et al. cite a study where of 100 victims, all reported that their experience of being stalked had a significant negative impact upon their lives. Nearly 94 percent made major lifestyle such as taking additional security measures (554). These included getting an unlisted phone number, limiting social outings, or upgrading home security systems. Most of the victims reported serious psychological effects as well. Eighty-three percent said they had heightened anxiety, such as panic attacks, jumpiness, and hypervigelance. Fifty-five subjects reported intrusive thoughts and flashbacks regarding the stalking, as well as excessive fatigue (Westrup et al. 554). Other symptoms of distress were loss of sleep and appetite, nausea, and lowered levels
Campus Crime and Prevention 32 of daily functioning. Almost one quarter of the subjects in the study had seriously considered suicide (Westrup et al. 554). Other studies present similar findings. Table 3 shows how victims' lives changed after being stalked either online or offline. Table 5. Stalking behavior table (Kennedy and Taylor 13)
E. National Cases of Harassment

Unfortunately, harassment takes place all too often on college campuses. Although one can easily find stories about harassment on the Internet, some cases serve as strong examples of why this is an issue that cannot be overlooked. The following examples are cases that garnered major media attention. Sadly, many more cases go unreported.
1. Bullying
In September 2012, Tyler Clementi committed suicide when he discovered that his roommate, Dharun Ravi, had secretly used a webcam to broadcast Clementi's sexual encounter with another man over the Internet. Clementi was only 18-years-old and a freshman at Rutgers University.
Campus Crime and Prevention 33 Ravi had posted Twitter feeds about using the webcam. In the two days before Clementi killed himself he had checked Ravis Twitter account 38 times. He later jumped off the George Washington Bridge, focusing national attention on the victimization of gay, lesbian, bisexual and transgender youth. As a result, New Jersey legislators enacted the nations toughest law against bullying and harassment in January 2011. Rutgers also responded in several ways, among them a plan to introduce gender-neutral housing and training staff in suicide awareness ("Tyler Clementi"). The FBI publication on campus attacks discusses a comprehensive study of crime on college campuses, or institutes of higher learning (IHE). Along with research, the report incorporates examples of actual events. The following two cases of harassment illustrate the complexity of the crime: On November 29, 1992, a box of candy was received by a 26-year-old female student. The student did not eat the candy; rather, she turned it over to police. According to the authorities, the candy was spiked with thallium. The unmarked package was traced to a former student who had studied at the IHE from August 1990 to May 1991. The target had rejected the subjects romantic advances and leveled verified charges of harassment against him, causing him to be removed from the IHE. The subject had sent a similar package to another female student in another state. In that case, the victim consumed the candy as did her roommates. The victim and three others were hospitalized. After the subject was identified, it was revealed that he had a history of stalking the second victim in their native country of Belgium. On August 24, 2006, upset over his dismissal from a master's degree program, a 25-year-old former graduate student set four small fires at a professors home. The
Campus Crime and Prevention 34 professor and his two teenage children escaped the home without injury and the fires were extinguished with minimal damage to the home. The subject was later captured in a wooded area nearby where he had tried to kill himself with a drug overdose. In October 2005, the victim had filed a complaint with the police department that the subject was making harassing phone calls to his home. Additionally, the subject had sent e-mails to his internship supervisor that were sufficiently "aggressive" in tone that a police officer was stationed outside her classroom for the last three classes the subject attended. (Drysdale, Modzeleski, and Simons "Examples of stalking or harassing behaviors")
In 2012, a committee at Johnson State College was investigating a students accusations of sexual harassment by a JSC professor. The student, Nicole Daigneault, had filed a complaint against humanities professor Fred Wiseman in March 2012, alleging that he sexually harassed her. According to Benton, While the investigators did not find that Ms. Daigneaults overall academic environment at the college was objectively intimidating, hostile or offensive, the Investigators arrived at the conclusion that harassment based on sex as a protected category occurred. Further, they concluded that there is ample evidence of Related Unprofessional Conduct.'" Due to confidentiality, there is a lack of information regarding the allegations, but students at the college were upset that the professor had continued to teach while under investigation and filed a petition for his removal (Benton).
3. Stalking
A 47-year-old student named Camille Marino was arrested in November 2012 after she chained herself to the library doors on Wayne State University's campus. She had been banned from campus after she made a series of graphic blog posts about a WSU medical school
Campus Crime and Prevention 35 professor that included descriptions of how he should die and his home address and phone number as well as his school email. She also sent the professor an email that said, "I hope you never have another peaceful night's sleep. ... I hope you wake up in a cold sweat every time you hear a creek in your blood-money mansion. Mostly, I hope you die a slow painful death comparable to those you forced your victims to endure. Please don't interpret this as a threat. It's merely my most fond wishes for you." The Wayne County Prosecutors Office charged her with aggravated stalking and unlawful posting of a message with aggravating circumstances, both five-year felonies. She was also charged with and trespass (Jesse). The following two cases from the FBI report demonstrate how stalking behavior can escalate to tragedy: On January 13, 1998, a 27-year-old subject, not affiliated with the affected IHE, killed an IHE campus police officer after striking him more than 20 times with a hatchet. The officer had been sitting in his squad car doing paperwork at the time. Witnesses would later testify that the subject stalked the victim prior to the incident and repeatedly informed family and friends that he wanted to kill a cop. (Drysdale, Modzeleski, and Simons "Examples of stalking of harassing behaviors") On February 16, 2004, a 38-year-old former student who had worked for a psychology professor at a test center stalked her, went to her off-campus private residence, stabbed, and decapitated her. He then stripped off his clothing and ran in front of a truck on the highway, killing himself. (Drysdale, Modzeleski, and Simons "Where did the incidents occur")
F. Best Practices and Safety Standards for prevention

Despite a growing awareness of the problem, "of the estimated 9,653 colleges and universities throughout the United States, relatively few have taken affirmative steps to support stalking victims on their campuses" ("Fear" 9). Nevertheless, college campuses are in a unique position to support victims. For example, many universities and colleges have counseling centers already in place, and additional training for campus counselors to support stalking victims can be done easily. Campus security is available and often located on the college grounds, so when a report is made, or incident occurs, campus police can easily take the victim to the college health or counseling center. Basically, universities can provide the victim with one, unified, multidisciplinary response all coordinated together through one central organizational structure, all located in the same location. ("Fear" 9). According to CampusSafetyMagazine.com, "crime statistics compiled annually by the Kansas State Office of Student Life show Kansas State is among the safest universities in the Big 12. Kansas State is safe because faculty, students, and staff approach campus safety as a shared responsibility." The University serves an example of a campus that incorporates many of the established best practices for student safety as it has a wide-ranging list of programs that include crisis assistance, Safe Ride, Safe Zone, Stay Safe 360, and Wildcat Walk Safety Escorts. The university also has a comprehensive and appealing safety video posted on its website ("Health and Safety").
1. Bullying
Some colleges are taking action to reduce the prevalence of bullying on their campuses. For example, in January 2011, the University of Northern Iowa opened a new Center for Violence Prevention and Intervention. According to Martin and Olson, "the center is devoted to preventing violence in a number of areas, including cyberbullying. Annette Lynch, the center's director
Campus Crime and Prevention 37 exclaimed, 'It's naive to think that cyberbullying isn't happening on college campuses'". In order to combat cyberbullying, Boston University administers a policy on computer ethics and restricts the use of offensive or harassing materials. A code of ethics for faculty and staff and similar guidelines exist for students. Some students have asked campus IT at their colleges to block bullying websites (Martin and Olson). Dickerson provides a list of best practices that colleges and universities can follow when addressing the problem of bullying. 1. Professors should include clear expectations about mutual respect and classroom conduct in their syllabi as well as through class discussion. They need to enforce policies that are already in place, review teaching techniques, and become familiar with technology so that they can recognize the potential for abuse (66). 2. Schools should provide students with a handbook that details policies regarding harassment, computer and technology use, and proper netiquette (67). 3. Schools need to educate students in the discourse of disagreement: how to listen respectfully, engage in rational debate, and state positions in a positive manner without attacking others (68). 4. Schools need to use and enforce codes and policies. Most bullies will stop if the law is emphasized and conduct is punished (69). 5. Colleges should support victims and potential victims. Most do not report out of fear, so victims and bystanders need to be encouraged to report bullying. Schools should promise anonymity and amnesty when possible and take all reports seriously (72). 6. Schools need to educate faculty, administration, and staff about bullying behaviors, policies, and support services (74).
The best source for suggestions about what colleges and universities should do to deal with sexual harassment is the students. According to Hill and Silva, the most common suggestions are to offer a confidential, web-based method for submitting complaints and to have a designated person or office to contact about sexual harassment (36). The National Coalition for Women and Girls in Education provides a list of best practices for schools to follow in their report, Title IX at 35: Beyond the Headlines: 1. Educational institutions at all levels should create clear and accessible sexual harassment policies to proactively protect and educate students, and post them in accessible places and on web sites. These policies should be part of school discipline policies and student codes of conduct, include formal and informal ways of resolving complaints and include provisions for effectively protecting students after harassment has occurred. 2. Title IX coordinators and their respective schools/universities should proactively disseminate information in the school and campus community to ensure that students and employees are aware of sexual harassment policies, as well as the schools process for filing complaints. 3. Schools should provide close follow-up for the targets of harassment until the danger of continued harassment has passed. Teachers and school administrators have a special responsibility to safeguard the victim at school. In order to provide the student with sufficient security, close cooperation and frequent exchange of information is usually needed between the school and the students family.
Campus Crime and Prevention 39 4. Students, faculty and staff, and parents/guardians should talk openly about attitudes and behaviors that promote or impede progress toward a harassment-free climate in which all students can reach their full potential. 5. Administrators, teachers, Title IX coordinators, students and parents should utilize practical guides to stop sexual harassment, such as AAUWs Harassment-Free Hallways (2004).
3. Stalking
The University System of Ohio has produced a comprehensive guidebook with best practices for colleges in preparing for, preventing, responding to, and recovering from acts of sexual violence including stalking (A Safer Campus). In addition, The National Center for Victims of Crime has developed a Model Campus Stalking Policy that suggests colleges have a clearly defined campus stalking policy. It should include a statement of purpose, policy jurisdiction, definition of stalking, list of stalking behaviors, procedures for reporting stalking, safety and support services for victims, a list of rights for victims, a list of rights for the accused, and an outline of the disciplinary process.
V. Physical Assault (composed by Megan Whitehall)

Other than sexual assault, there is also physical assault. Physical assault is At Common Law, an intentional act by one person that creates an apprehension in another of an imminent harmful or offensive contact (Physical Assault). Everybody is different when it comes to the term physical assault because all signs of abuse in people come different. For instance the following are examples of physical assault:
Provocation: Intimidation:
insults, death threats. making a fist, pushing, stalking, stealing/throwing objects.
Brutality: Punches Assault Armed
attacks, struggles, fights.
and injuries: bites, bruises, injuries, dislocations, fractures.
with a weapon. robbery (with a firearm or using force or the threat of force). (Physical Assault).
Physical assault breaks down into many parts simply because it is such a general aspect of bullying. Physical assault can be such a popular type of abuse because it goes on not only in households and workplaces, but also more importantly on school campuses. Physical assault breaks off into crimes such as assault, rape, robbery, and murder. In 2001 alone, 610 murders and 11,659 robberies were reported across college campuses in America.2From 2005 to 2007, more than 100 murders, 16,000 assaults and 10,000 forcible sexual assaults were reported on college campuses (Crime on College Campuses in the U.S.). According to the Department of Education, the most common type of physical assault is assault itself with 39% (see figure 12).
Figure 12. Crime By Type
1. Assault Under the U.S. common law system, the crime of assault is committed when a person intentionally puts another in fear of receiving serious bodily injury or offensive contact (What is assault?). Assault is a crime that is divided into two different categories: simple and aggravated. Simple assault is a person is guilty of simple assault if he attempts to cause or knowingly or recklessly causes bodily injury to another. S/he is also guilty of simple assault if s/he puts that person into fear of receiving serious bodily injury (What is assault?). For example, simple assault would contain verbal action or threatening someone without actually doing so. As far as crime related simple assault would be considered a misdemeanor. A simple assault can turn aggravated once done by a line of duty such as firefighters, police officers, and teachers. Moreover, aggravated assault is recognized as a felony. Aggravated assault tends to be more serious. A person is guilty of aggravated assault if s/he attempts to cause - or knowingly or recklessly causes - serious bodily injury to another under circumstances demonstrating extreme indifference to the value of human life (What is assault?). Assault is the highest violent crime with 2,717 on school campuses (see figure 13).
Figure 13. Violent Crime on Campus Is a Small Part of the Nations Crime 2. Rape The third most common physical crime on college campuses is rape. There are different types of rape such asacquaintance rape and gang rape. Out of the two types, acquaintance rape is the most widely known (see figure 14).
Figure 14. Perpetrators Relationship to Victim
Referring to Rape on College Campuses:

One in One in
four college women surveyed are victims of rape or attempted rape seven college men surveyed are victims of sexual assault on campus are acquaintance rapes
85% of rapes One in
six female college students reported having been a victim of rape or attempted
rape during the preceeding year

27% of women
have experienced a rape or attempted rape since age 14 victims and offenders are college age, with the rape
The majority of reported
victimization highest among 16-19 year olds Campus rape, even though it can happen to both men and women, it is more dominant in women. The Bureau of Justice Statistics reports that American women are "twice as likely to be raped by a stranger as someone she is familiar with."
3. Robbery
According to statistics compiled by the Department of Education, about 10,000 violent crimes take place every year at four and two-year colleges nationwide. In 1994 there were 20 murders, 1,300 forcible sex offenses, 3,100 robberies and 5,100 cases of aggravated assault (Colleges hiding on-campus crime stats?). Although its not the most recognized, it still tends to be the second highest risk factor on college campuses. If one looks at the chart below, it becomes
Campus Crime and Prevention 43 noticeable that robbery and rape are the two most committed crimes on college campuses (see figure 15).
Figure 15. Crime Statistics
This particular chart shows an example of Moreno Valley Campus. 4. Murder Although murder is one the least common crimes on school campuses, it is still considered one of the main factors of physical assault. The crime of murder is the willful taking of another person's life. In almost all jurisdictions murder is classified as either first-degree or second-degree (What Is the Crime of Murder?). First-degree murder is acknowledged to be more serious than second-degree murder. According to Charles Montaldo: First-degree murder is both the intentional and premeditated killing of a person, or as it is sometimes referred to with malice aforethought, which means the killer deliberately killed out of ill will toward the victim. Second-degree murder is charged when the killing was intentional but not premeditated, but also was not done in the "heat of passion." Second-degree murder can also be charged when someone is killed as a result of reckless conduct without concern for human life. Within first and second degree murder lays the five common laws, which are unlawful, killing, of a human, by another human, and with malice aforethought. On school campuses, the most common element is with malice aforethought. Malice aforethought is a murder that is fully intended with revenge on a person. It is so common on school campuses because it is surrounded
with students from all over the world with different abilities and disabilities. This figure shows murder on college campuses from 1997-2009 (see figure 16).
Figure 16. Murder on College Campuses 97-09
Physical assault such as assault, rape, robbery, and murder are all experienced on college campuses whether one knows it or not. College campuses are prone to the outside world crime because most of the colleges attend students with different backgrounds. There are millions of students at one university, so a student could be sitting next to a physical abuser without actually knowing. We can help reduce the risks of crime by limiting certain things such as: Use the security services provided by your university. Pay extra attention to your surroundings when you're new at school. Don't walk by yourself at night, even if you're a guy. Check if your school publishes its phone directory on the Web. Check the security records of your campus. Avoid people who act dangerously. Don't think that you--or your college--are immune to these problems. (Playing it Safe).
VI. Sexual Assault (composed by Nicolette Shurba)

A. What is Sexual Assault?
1. Defining sexual violence and why it is important A consistent definition of this type of violence is necessary to ensure the monitoring of incidents of sexual violence and to examine trends within sexual violence overtime. It is also true that many victims (usually women) do not characterize their sexual victimizations for reasons such as embarrassment, not understanding a clear and/or a legal definition of rape, and not wanting to identify someone they know as their perpetrator. 2. Definitions Sexual assault is defined as any sexual activity where consent is not obtained or freely given. This range of offenses includes completed sex acts, attempted (but not completed) sex acts, abusive sexual contact, and non-contact sexual abuse (CDC). a. A completed sex act is defined as contact between the penis and vagina or the penis and anus, contact between the mouth and penis, vagina, or anus, or penetration of the anal or genital opening of another person by hand, finger, or other object. b. An attempted (but not completed) sex act c.Non-contact sexual abuse includes acts like voyeurism, intentional exposure to an individual, exhibitionism, and unwanted exposure to pornography; verbal or behavioral sexual harassment; threats of sexual violence to accomplish some other end; or taking nude photographs of a sexual nature of another person without his or her consent or knowledge, or of a person who is unable to consent or refuse. (CDC)
Campus Crime and Prevention 46 3. Who is involved? (Victims/Survivors & Perpetrators) Sexual assault can happen to anyone regardless of age, race, class, gender, or ability, however, victims of sexual assault are usually female with 9 out every 10 rape victims reported as being female in 2003. It is also true that 1 in 6 women in America will be a victim of sexual assault in her lifetime (RAINN). Perpetrators of this type of sexual violence also include people of all races, classes, genders, and abilities, yet most are male and a person the victim knows. It has been reported that 9 in 10 offenders were known to the victim (NCJRS).
B. Nature and scope of sexual violence on college campuses

Based on a study completed in 2000 by Bonnie Fisher and her colleagues on the sexual victimization of college women (in the United States) it was found that young women on college campuses are at greater risks for rape and other types of sexual assault than women in the greater population or in a comparable group age. From the information gathered, Fisher and the other researchers estimate that the women in a college of 10,000 female students could experience more than 350 rapes a year. Currently UCF hosts 59,767 enrolled college students. Called The National College Women Sexual Victimization study and funded by the National Institute of Justice, this study included a nationally representative sample of college women and assessed a range of sexual victimizations (NCJRS). Study Findings 1. How extensive is rape among college women? The NCWSV study found that the victimization rate of rape among college women was 27.7 rapes per 1,000 female students, or about 2.8 percent (see table 6) of the sampling experiencing either a completed or attempted rape. Though 2.8 percent does not seem to be a very high
Campus Crime and Prevention 47 number it is important to keep in mind these results measure the sexual victimization of the survey participants for a little over a year (or 6.91 months).
Table 6. National Institute of Justice, Bureau of Justice Statistics, The Sexual Victimization of College Women; National Institute of Justice, December 2000. Web. 27 November 2012.
More information from this study concludes 1 in 10 college women reporting they had experienced a rape (NCJRS). 2. When does sexual victimization occur? Most crimes of sexual violence occurred in the evening, or after 6 p.m. It was also found that 51.8 percent of completed rapes took place after midnight, whereas 11.8 percent occurred between 6 a.m. and 6 p.m. (NCJRS). 3. Where does sexual victimization occur? Close to 60 percent of completed rapes on campus took place in the victims residence, 31 percent occurred in other living spaces on campus, and 10.3 percent took place in a fraternity. Off-campus sexual victimizations including rapes also took place in living spaces, and other sexual assaults also occurred in settings such as bars, night clubs, and work spaces (NCJRS).
Figure 17.National Institute of Justice, Bureau of Justice Statistics, The Sexual Victimization of College Women; National Institute of Justice, December 2000. Web. 27 November 2012.
4. Are some women more at risk of being sexually victimized? The NCWSV study found consistent increases in the risk of sexual victimization through four main factors, these include: frequently drinking enough to get drunk, being unmarried, having been a victim of sexual assault before the start of the current school year, and living on campus (for on-campus victimization only) (NCJRS).
C. Statistics of sexual violence at UCF The following statistics on sexual violence on campus at University of Central Florida were reported by law enforcement agencies for 2011. See tables 7 & 8.
Table 7.Police, UCF, Crime in Florida; University of Central Florida Police Department, 1 February 2012. Web. 27 November 2012.
Table 8.Police, UCF, Crime in Florida; University of Central Florida Police Department, 1 February 2012. Web. 27 November 2012.
Campus Crime and Prevention 50 D. Crimes Prevention at UCF Some crime prevention practices at UCF include but are not limited to escort patrol services, safety tips, womens self-defense, rape prevention and alcohol & drug policies. These practices in prevention of crime are specifically related to crimes of sexual violence. The University of Central Florida also distributes an Annual Security & Fire Safety Guide. 1. Escort Patrol Service The University of Central Florida Police Department provides free transportation services available Sunday-Thursday running from 7 p.m. to 1 a.m. This service also extends to the weekends in which an officer will be dispatched to assist you if one is available. 2. How to contact Escort Patrol Service Call 407-823-2424 SundayThursday, 7 p.m.to 1 a.m. for an escort. After 1 a.m., call 407-823-5555 for a main campus escort, or call 407-903-8060 for a Rosen College escort. 3. Blue Light Phones Blue light phones are placed throughout campus. They are located on every level of all garages. They are identified by their blue top and contact the UCF Police Department when activated. Police officers are dispatched as necessary. 4. Voluntary Confidential Reporting UCF offers anonymous reporting for victims. Services may be provided by UCF Victim Services. 5. Victim Services Victim Services offers support to victims of crime related incidents. When working with Victim Services is it not mandatory to file a report. Some of the services provided include rape crisis response, crisis intervention, and emotional and therapy support.
Campus Crime and Prevention 51 6. Contact Victim Services Victim advocate services are free and available 24/7 to students, faculty, staff, and visitors. An advocate can be reached by calling our 24/7 crisis hotline at 407-823-1200. (Police UCF) Victim Services site recommends survivors of sexual violence do the following: Call the 24/7 HOTLINE at 407-823-1200. Consider filing a police report (recommended but not required). Do not change your clothing. Do not wash your body or clothes (saving clothing items, sheets, etc. can provide important evidence even if you delay reporting or disclosing). Do not alter/change the scene of the crime. Address health concerns as soon as possible. (Advocates can assist with related medical appointments at the UCF Health Center or the local Sexual Assault Treatment Center.) Remember that support and assistance are only a phone call away. (Police UCF)
Figure 18. The Campus Sex Crimes Prevention Act Police, UCF, Annual Security and Fire Safety Guide, UCF 2012-2013, The Campus Sex Crimes Prevention Act, 1 October 2012, Web. 25 November 2012.
Campus Crime and Prevention 52 7.S.A.F.E.- Self-Defense Awareness & Familiarization Exchange The UCF community also offers a $5 course on self-defense with the Police Department Community Relations Unit. These Courses are intended to teach participants information, tactics, and considerations which are believed to be useful for various types of adductive encounters perpetrated against women. (Police UCF) For dates and times, please call 407-823-3224. For private groups, call three weeks in advance to arrangeall you need is a group of eight to 20 women and a private room on campus with a DVD player. (Police UCF) 8. Alcohol and Drug Prevention The UCF Annual Security and Fire Safety Guide recommends students not take drinks from strangers, watch their drinks closely, attend events and parties with friends, and to go out with a designated driver. Overview and Recommendations While it is true that the University of Central Florida follows all legal guidelines in offering to its students the necessary information on campus security and fire safety statistics by following the Campus Security Act it is worth nothing that the safety tips relating to sexual violence on campus dealt mainly with post-crime situations and statistics. It is recommended the university system take part in prevention programs that address the prevention of rape by perpetrators rather than what victims may do in order to prevent their attacks. In this way, a new way of thinking might be incorporated and less crimes of this nature will occur by focusing on the changing of behavior rather than focusing on tips and tricks on how to avoid being attacked.
Campus Crime and Prevention 53 E. Best Practices in Prevention of Sexual Violence: A List of Recommendations In a report to the City of Seattle on Promising Practices in Sexual Violence Prevention and Community Mobilization for Prevention done by Erin Casey, Ph.D., the following practices were found to be effective in the prevention of sexual violence practices, however, it is worth noting that none of these programs were designed for the sole purpose of education on sexual violence. Programs were labeled tested-effective or promising programs. To meet criteria of testedeffective the program must have shown results that had a positive impact on both sexual violence and related behaviors and attitudes through an experiential research design. Programs labeled promising programs showed results having a positive impact on attitudes and behaviors but no experiential research evaluation had occurred (Seattle). Programs 1. Men of Strength Clubs (A program of Men Can Stop Rape) The Centers for Disease Control and Prevention found this to be a promising program. This program is a part of the Men Can Stop Rape approach to anti-violence activities. Men of Strength (MOST) clubs engage young men in high-school and college settings to become peer leaders through capacity building activities during a 16 week program. These students learn how to critically evaluate masculine and dominant norms and students are exposed to information on violence against women and how to increase their anti-violence activism. A review of this program found that MOST club members were more likely to report or intervene with inappropriate touching of a female peer, as well as MOST club members reporting they gained an understanding of how to respond to violence against women (Seattle). 2. Mentors in Violence Prevention (MVP- A program of Northeastern Universitys Center for the Study of Sport in Society)
Campus Crime and Prevention 54 MVP is a program developed by Jackson Katz in 1995 that engages male and female athletes and leaders in both high-school and college settings. The goal of the program is to empower young people to speak out against and intervene in the harassment and violent treatment against women. The program also allows for men and boys to analyze traditional masculinity and how this relates to violence. A review of this program found that after a one year implementation of this program that consisted of 12-14 hours over two to three months, it was successful in increasing the knowledge of participants on violence against women and showed a reduced support in attitudes of violence. Further Best Practices: Men Against Violence Against Women 1. Men Against Violence Against Women MAVAW started in 2000 as a small group of female and male individuals aimed at correcting the societal attitudes of violence against women through creative education and communication tools. MAVAW is now an official extension of Hubbard House, a leading domestic violence shelter in the state of Florida. It is suggested that Men Against Violence Against Women groups be implemented onto the college campus so as to provide a space in which young students, specifically male, can come together to address the violence against women problem and develop news ways in which to recognize and intervene with these crimes and behaviors against women. It is also suggested that through the implementation of these groups traditional concepts of masculinity will be examined and challenged to reduce the link to violence against women. Conclusion on Sexual Assault and violence Crimes on Campus After a review of the prevention and safety guidelines implemented by the University of Central Florida community and an examination on two reports of sexual violence against women and best practices for prevention of these crimes, it is suggested that UCF take under consideration
Campus Crime and Prevention 55 the application of some of these best practices. In this way, the UCF community of students, teachers, and faculty might lessen the occurrence of these sexually natured crimes on campus and implement new attitudes and behaviors that might reduce violence against women as a whole.
VII. Conclusion (Composed by Kendra Duncan)

While violent crimes such as murder are rare on college campuses, crime does exist. Many factors contribute such as the age of students and the campus environment. In addition, most offenses are underreported, especially non-violent crimes such as harassment. Therefore, one can conclude that research and statistics examining the prevalence of crime may be flawed. We believe that the key to understanding and addressing the problem is to put in place policies and practices that will educate students about the different types of crime and strategies for prevention. Colleges also need to provide sufficient support services and encourage students to report crimes. According to reports, UCF has a relatively low crime rate. Nevertheless, UCF can improve its existing policies and procedures and make information more widely available to students. At the end of this report, we provide a general list of recommendations for both the university and students.
VIII. Recommendations (composed by Kendra Duncan)

Increase awareness as to how offenders are misusing technology and educate the campus community how to engage with that technology more safely. Encourage students, faculty, staff and patients to:

Protect phones and computers against spyware Use passwords Keep cell phones with them at all times Notice if something strange is happening on their phone Not provide detailed information on social networking sites Follow guidelines on privacy and database management
Provide comprehensive training on victim safety needs and computer crime investigation to all faculty and staff as well as campus police. Create a campus harassment and stalking policy. The policy should demonstrate commitment to the issue and serve as a mechanism to inform the campus community. It should also create guidelines for students and inform the campus body that harassing and stalking behaviors will not be tolerated. The policy should include the following elements: statement of purpose, definition of stalking, jurisdiction, list of harassing and stalking behaviors, reporting procedures, and safety accommodations for victims. Post information about the definition and statistics of crime on campus in high traffic locations such as the library, bathrooms, campus billboards, and in administrative offices. Distribute physical copies of UCF PD Annual Security and Fire Safety Guide Add more security cameras Create a clearly defined list of procedures for university police and staff to use when documenting incidents, identifying and dealing with perpetrators, and forming safety plans. Encourage victims and bystanders to report incidents.
Campus Crime and Prevention 57 Develop a victim support system that ensures the availability of assistance to victims such as housing and academic intervention, escort services, and personal identity protection. All strategies should address the victims confidentiality needs. Assign a victim adviser or advocate and other contacts who have training in dealing with incidents of harassment and bullying. They should consist of academic and non-academic staff from across the University who are available to talk to staff or students in confidence. Foster collaboration among various college departments as well as local authorities to be proactive and provide assistance to victims. Transition to an electronic reporting method that is easier for students to use and makes the process of tracking and following up with incident reports more efficient for the university. Form support groups for victims on campus. Share the following list of prevention strategies with students:
Around campus Never walk alone at night. Stay in well lit and heavily populated areas, even if it's faster to cut through an alley. Don't leave your headphones in when it is dark out; be alert and keep your head up at all times. Learn the area, and know where you can find help in case of an emergency. Don't leave belongings unattended, such as putting down your purse and books to hold a table in a cafeteria or library. In the dorms Always lock your door, even if you are using the restroom or running down the hallway to see a friend. Never let in people you don't know or recognize. Keep your key with you at all times; consider wearing it on a lanyard around your neck. Make sure your windows are locked. Hide expensive items in secret places that only you know. Create an inventory of items with serial numbers and pictures/ Off campus Trust your gut; if you feel uncomfortable in an area, you probably shouldn't be there. Tell a friend wherever you go, even if it is to the movies or the mall. Always carry cash with you so you can get a cab or bus ride home. Carry a small whistle or can of mace. Take a self-defense class with your friends. It could be a great way to stay in shape, and a class may even be offered at your university's gym.
References (by section)

Background (Kendra Duncan)
Baum, Katrina and Patsy Klaus. U. S. Department of Justice. Violent Victimization of College Students, 1995-2002. Washington, DC: OJP, 2005. Web. 28 Nov. 2012. Carr, Joetta L. "Campus Violence White Paper." American College Health Association (2005): 1-14. University of Virginia: Curry School of Education. Web. 28 Nov. 2012. <http://curry.virginia.edu/resource-library/campus-violence-white-paper>. "Definition and Typology of Violence." Violence Prevention Alliance. World Health Organization, 2012. Web. 28 Nov. 2012.
Theft and Burglary (Jordan Rutledge)

2012-2013 Annual Security and Fire Safety Guide. Orlando: University of Central Florida Police Department, 29 Sept. 2012. PDF. 2012-2013 Facts At A Glance. Facts About UCF. N.p., n.d. Web. 02 Dec. 2012. <http://www.iroffice.ucf.edu/character/current.html>. Carriere, Dave. Theft Prevention. UCF Public Safety News. Wordpress, 25 Sept. 2012. Web. 4 Dec. 2012. <http://ucfpdnews.wordpress.com/2012/09/25/theft-prevention/>. Chapter 810: Burglary and Trespass. The 2012 Florida Statutes. Florida Senate Website Archive, n.d. Web. 4 Dec. 2012. <http://archive.flsenate.gov/statutes/index.cfm?App_mode=Display_Statute&URL=0800 -0899/0810/0810.html>. Chapter 812: Theft, Robbery, and Related Crimes. The 2012 Florida Statutes. Florida Senate Website Archive, n.d. Web. 4 Dec. 2012.
Campus Crime and Prevention 59 <http://archive.flsenate.gov/statutes/index.cfm?App_mode=Display_Statute&URL=0800 -0899/0812/0812.html>. Chapter 1012: Public Postsecondary Education Institutions; Personnel. The 2012 Florida Statutes. Florida Senate Website Archive, n.d. Web. 4 Dec. 2012. <http://archive.flsenate.gov/statutes/index.cfm?App_mode=Display_Statute&URL=1000 -1099/1012/1012.html>. Crime Statistics. UCF Police Department. University of Central Florida, n.d. Web. 04 Dec. 2012. <http://police.ucf.edu/CrimeStats.html>. Emergency Blue Light Phones. UCF Emergency Management. University of Central Florida, n.d. Web. 05 Dec. 2012. Hermitt, Andrea. Thefts on College Campuses on the Rise. DailyFinance.com. AOL, Inc., 16 June 2010. Web. 05 Dec. 2012. <http://www.dailyfinance.com/2010/06/16/thefts-oncollege-campuses-on-the-rise-how-to-protect-yourself/>. Increased Security at UCF Gym. Knightly News. University of Central Florida, 3 Feb. 2012. Web. 02 Dec. 2012. <http://knightlynews.cos.ucf.edu/?p=2668>. NexGen Global Technologies Partners with UCF Police Department to Send Photos, Video and Text to 9-1-1. UCF Business Incubation Program. University of Central Florida, 14 Nov. 2012. Web. 04 Dec. 2012. <http://www.incubator.ucf.edu/newscenter/2012_PressReleases/11-16_nexgen.html>. Theft Crime Areas of Practice. Fort Lauderdale Theft Crime Attorney. The Law Office of Marshall Geisser, n.d. Web. 04 Dec. 2012. <http://www.browardtheftattorney.com/Areas_of_Practice>.
Campus Crime and Prevention 60 UCF Police Department. UCF Police Department. University of Central Florida, n.d. Web. 05 Dec. 2012. <http://police.ucf.edu/>.
Harassment (Kendra Duncan)

Baum, Katrina and Patsy Klaus. U. S. Department of Justice. Violent Victimization of College Students, 1995-2002. Washington, DC: OJP, 2005. Web. 28 Nov. 2012. Benton, Tom. "Questions surround colleges response to sexual harassment allegations." Basement Medicine. Johnson State College. 12 Sept. 2012. Web. 1 Dec. 2012. Blackbarn, Erica. "Courses of Action to Stop Harassment." The Signal. University of HoustonClear Lake, 2007. Web. 30 Nov. 2012. Carr, Joetta L. "Campus Violence White Paper." American College Health Association (2005): 1-14. University of Virginia: Curry School of Education. Web. 28 Nov. 2012. <http://curry.virginia.edu/resource-library/campus-violence-white-paper>. Carriere, David. "Stalking Aided by Technology, Social Media." Knightly News. 1 Nov. 2012. Web. 3 Dec. 2012. Dapice, Ann. "Stalking on Campus: What Every College Student Should Know." T.K.Wolf. TKWolf Inc, 2012. Web. 15 Nov. 2012. Dickerson, Darby. "Cyberbullies on Campus." University of Toledo Law Review (2005) 37: 5174. Web. 15 Nov. 2012. Drysdale, Diana A., William Modzeleski, and Andre B. Simons. Campus Attacks: Targeted Violence Affecting Institutions of Higher Learning. U.S. Secret Service, U.S. Department of Homeland Security, Office of Safe and Drug-Free Schools, U.S. Department of
Campus Crime and Prevention 61 Education, and Federal Bureau of Investigation, U.S. Department of Justice. Washington, D.C., 2010. Web. 18 Nov. 2012. "Fear on Campus: The Problem and Prevalence of Stalking." Newsletter for the Stalking Resource Center 3.1 (2003): 8-9. Web. 30 Nov. 2012. Gray, Robin Hattersley. "Stalking on Campus: A Silent Epidemic." CampusSafetyMagazine.com. Campus Safety Magazine, 25 Jun. 2012. Web. 15 Nov. 2012. "Harassment Law and Legal Definition." Definitions. USLegal.com, n.d. Web. 30 Nov. 2012. "Health and Safety." k-state.edu. Kansas State University, 23 Jul. 2012. Web. 30 Nov. 2012. < http://www.k-state.edu/healthsafety/ >. Hill, Catherine and Elena Silva. Drawing the Line: Sexual Harassment on Campus. Washington, DC: American Association of University Women Educational Foundation, 2005. Web. 30 Nov. 2012. Jempty, Bill. "UCF Baseball Coach Fired Because of His Alleged Harassment of Equipment Mgr." OTB Sports. 5 May 2008. Web. 3 Dec. 2012. Jesse, David. "Animal Activist Charged with Stalking WSU Professor; Faces Two Felony Charges." Detroit Free Press. Gannett, 4 May 2012. Web. 30 Nov. 2012. Kindelan, Katie. "UCF Cyber Stalkers Sentence Not Harsh Enough, Victim Says." ABC News. 23 Jan. 2012. Web. 3 Dec. 2012. Kirkland, Connie J. Campus Stalking. Sacramento, CA: California Coalition Against Sexual Assault, 2002. Web. 15 Nov. 2012. Martin, Quincy and Doug Olson. "College Cyberbullying: The Virtual Bathroom Wall." The Journal of Technology in Student Affairs (Summer 2011). Triton College. Web. 30 Nov. 2012.
Campus Crime and Prevention 62 Model Campus Stalking Policy. Washington, DC: Stalking Resource Center of the National Center for Victims of Crime, n.d. Web. 15 Nov. 2012. The National Coalition for Women and Girls in Education. "Sexual Harassment." Title IX at 35: Beyond the Headlines. NCWGE, January 2008. Web. 3 Dec. 2012. A Safer Campus: A Guidebook on Prevention and Response to Sexual and Intimate Partner Violence and Stalking for Ohio Campuses. University System of Ohio. N.d. Web. 3 Dec. 2012. "Sexual Harassment Statistics." Breaking Through Barriers for Women and Girls. American Association of University Women, n.d. Web. 15 Nov. 2012. Sicking, Jennifer. "Bullying Still Occurs in College, Professors Find." ISU Newsroom. Indiana State University, 20 Oct. 2011. Web. 30 Nov. 2012. "Sorority Suspended After Steam Room Hazing Allegations." KnightNews.com. 22 Apr. 2010. Web. 30 Nov. 2012. "Tyler Clementi." The New York Times. The New York Times Company, 16 Mar. 2012. Web. 30 Nov. 2012. "UCF ATO Fraternity Suspended During Hazing Investigation." ClickOrlando.com. 9 Nov. 2012. Web. 30 Nov. 2012. "Uniform Crime Reports 2009." University of Central Florida Police Department. University Police Department. N.d. Web. 28 Nov. 2012. "Uniform Crime Reports 2011." University of Central Florida Police Department. University Police Department. N.d. Web. 28 Nov. 2012.
Campus Crime and Prevention 63 Westrup Darrah, William J. Fremouw, Risa Nakase Thompson, and Sarah F. Lewis. "The Psychological Impact of Stalking on Female Undergraduates." Journal of Forensic Science 44.3 (1999):554557. Web. 15 Nov. 2012.
Physical Assault (Megan Whitehall)
"Crime on College Campuses in the U.S." Students for Concealed Carry. N.p., n.d. Web. 6 Dec. 2012. <http://concealedcampus.org/campus-crime/>. The Free Dictionary. N.p., n.d. Web. 5 Dec. 2012. <http://legal-dictionary.thefreedictionary.com/Physical+assault>. Montaldo, Charles. "What Is the Crime of Murder?" About.com Crime / Punishment. N.p., n.d. Web. 5 Dec. 2012. <http://crime.about.com/od/Crime_101/f/ What-Is-Murder.htm>. Physical Assault. N.p., n.d. Web. 5 Dec. 2012. <http://www.prevention-violence.com/en/ext-121.asp>. Pulskamp, Andrew J. "Colleges hiding on-campus crime stats?" Colleges.com. N.p., n.d. Web. 6 Dec. 2012. <http://www.colleges.com/Umagazine/ articles.taf?category=campusclips&article=campuscrime>. "Rape on College Campuses." Sexual Assault Violence Prevention. N.p., n.d. Web. 5 Dec. 2012. <http://savp.vassar.edu/facts/ rape-on-college-campuses.html>. Sanchez-Traynor, Maria. "Playing it Safe." Colleges.com. N.p., n.d. Web. 6 Dec. 2012. <http://www.colleges.com/Umagazine/ articles.taf?category=features&article=playingitsafe>.
"What is assault?" Free Advice. N.p., n.d. Web. 5 Dec. 2012. <http://criminal-law.freeadvice.com/criminal-law/violent_crimes/ assault.htm>.
Sexual Assault (Nicolette Shurba)

Centers for Disease Control and Prevention. CDC. Sexual Violence Definitions. Division of Violence Prevention. 9 November 2009. Web. 27 November 2012. Rainn. Rainn. Web. 19 September 2012. The National Institute of Justice. NCJRS. The Sexual Victimization of College Women. December 2000. Web. 27 November 2012. Police UCF. PoliceUCF. 2009. Web. 25 November 2012. Seattle. Seattle. Promising practices in Sexual Violence Prevention and Community Mobilization for Prevention: A Report to the City of Seattle. Web. 25 November 2012.
Appendix A: Resources for Violence Prevention

The Bacchus & Gamma Peer Education Network: a university and community based network focusing on comprehensive health and safety initiatives. It is the mission of this 501(C)(3) non-profit organization to actively promote student and young adult based, campus and community-wide leadership on healthy and safe lifestyle decisions concerning alcohol abuse, tobacco use, illegal drug use, unhealthy sexual practices and other high-risk behaviors. (www.bacchusgamma.org) Center for the Study and Prevention of Violence: a research program of the Institute of Behavioral Science(IBS) at the University of Colorado at Boulder to provide informed assistance to groups committed to understanding and preventing violence, particularly adolescent violence. (www.colorado.edu/cspv) The Clery Center for Security on Campus: dedicated to preventing violence, substance abuse and other crimes on college and university campuses across the United States, and to compassionately assist the victims of these crimes. ( http://www.securityoncampus.org/ ) The Cyberbullying Research Center: dedicated to providing up-to-date information about the nature, extent, causes, and consequences of cyberbullying among adolescents. (http://www.cyberbullying.us/index.php) Men Can Stop Rape: dedicated to mobilizing men to use their strength for creating cultures free
from violence, especially men's violence against women.

(www.mencanstoprape.org) The National Center for Victims of Crime: a nonprofit organization dedicated to advocating for victims' rights, training professionals who work with victims, and serving as a trusted source of information on victims' issues. (http://www.victimsofcrime.org/) Stalking Help.org: an information resource center for the victims of stalking. The goal of this web site is to provide stalking victims, mental health professionals, and law enforcement personnel with scientifically validated, continuously updated information to help prevent stalking and its negative consequences. (http://homepage.psy.utexas.edu/homepage/Group/BussLAB/stalkinghelp/) Stalking Victims.com: detailed information on stalking, how to identify it, understand it and make some sense of it, what it can become, and suggestions for dealing with it. (http://www.stalkingvictims.com/) Stop Hazing: an extensive site covering many aspects of hazing. (www.stophazing.org) Violence Against Women on Campuses. (U.S. Department of Justice) (www.ojp.usdoj.gov/vawo/)
Appendix B: Background, Summary, and Fast Facts, Dear Colleague Letter 2010
U.S. Department of Education Office for Civil Rights Dear Colleague Letter Harassment and Bullying (October 26, 2010) Background, Summary, and Fast Facts What are the possible effects of student-on-student harassment and bullying? Lowered academic achievement and aspirations Increased anxiety Loss of selfesteem and confidence Depression and posttraumatic stress General deterioration in physical health Selfharm and suicidal thinking Feelings of alienation in the school environment, such as fear of other children Absenteeism from school What does the Dear Colleague letter (DCL) do? Clarifies the relationship between bullying and discriminatory harassment under the civil rights laws enforced by the Department of Educations (ED) Office for Civil Rights (OCR). Explains how student misconduct that falls under an antibullying policy also may trigger responsibilities under one or more of the antidiscrimination statutes enforced by OCR. Reminds schools that failure to recognize discriminatory harassment when addressing student misconduct may lead to inadequate or inappropriate responses that fail to remedy violations of students' civil rights. Colleges and universities have the same obligations under the anti-discrimination statutes as elementary and secondary schools. Discusses racial and national origin harassment, sexual harassment, gender-based harassment, and disability harassment and illustrates how a school should respond in each case. Why is ED Issuing the DCL? ED is issuing the DCL to clarify the relationship between bullying and discriminatory harassment, and to remind schools that by limiting their responses to a specific application of an anti-bullying or other disciplinary policy, they may fail to properly consider whether the student misconduct also results in discrimination in violation of students federal civil rights. What are the antidiscrimination statutes that the Office for Civil Rights enforces?
Campus Crime and Prevention 67 Title VI of the Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color, or national origin. Title IX of the Education Amendments of 1972, which prohibits discrimination on the basis of sex. Section 504 of the Rehabilitation Act of 1973 and Title II of the Americans with Disabilities Act of 1990, which prohibit discrimination on the basis of disability. What are a school's obligations under these anti-discrimination statutes? Once a school knows or reasonably should know of possible student-on-student harassment, it must take immediate and appropriate action to investigate or otherwise determine what occurred. If harassment has occurred, a school must take prompt and effective steps reasonably calculated to end the harassment, eliminate any hostile environment, and prevent its recurrence. These duties are a schools responsibility even if the misconduct also is covered by an anti-bullying policy and regardless of whether the student makes a complaint, asks the school to take action, or identifies the harassment as a form of discrimination. How can I get help from OCR? OCR offers technical assistance to help schools achieve voluntary compliance with the civil rights laws it enforces and works with schools to develop creative approaches to preventing and addressing discrimination. A school should contact the OCR enforcement office serving its jurisdiction for technical assistance. For contact information, please visit EDs website at http://wdcrobcolp01.ed.gov/CFAPPS/OCR/contactus.cfm. A complaint of discrimination can be filed by anyone who believes that a school that receives Federal financial assistance has discriminated against someone on the basis of race, color, national origin, sex, disability, or age. The person or organization filing the complaint need not be a victim of the alleged discrimination, but may complain on behalf of another person or group. Information about how to file a complaint with OCR is at http://www2.ed.gov/about/offices/list/ocr/complaintintro.html or by contacting OCR's Customer Service Team at 1-800-421-3481. OCR also enforces the Age Discrimination Act of 1975 and the Boy Scouts of America Equal Access Act. The DCL does not address these statutes.
Source: "Dear Colleague Letter." Office of the Assistant Secretary. US Department of Education, 26 Oct. 2010. Web. 30 Nov. 2012.
Appendix C: Summary of Applicable Federal Regulations on Sexual Harassment

In cases involving sexual violence, schools must comply with state and federal laws that address sexual harassment, criminal offenses, sex offender registration, and child protection (mandatory reporting requirements), as well as several federal statutes and regulations related to crime on campus and privacy issues. Failure to comply with Title IX can potentially result in termination of federal funding or civil action against these institutions. In addition, under the Clery Act, the U.S. Department of Education can issue civil fines to postsecondary institutions that participate in the Higher Education Acts (HEA) Title IV student financial assistance programs of up to $27,500 per violation for a substantial misrepresentation of the number, location, or nature of the crimes required to be reported or for a violation of any other provision of the safety- and security-related HEA regulations. This section briefly reviews the federal statutes and regulations, including federal anti-discrimination laws.
Title IX of the Education Amendments of 1972

Title IX of the Education Amendments of 1972 (Title IX), 20 U.S.C. Sec. 1681, et seq., prohibits discrimination on the basis of sex in education programs or activities operated by recipients of federal financial assistance. An April 4, 2011, Dear Colleague Letter issued by the U.S. Department of Education, Office for Civil Rights (OCR), reiterated that the requirements of Title IX cover sexual violence (physical sexual acts perpetrated against a persons will or where a person is incapable of giving consent) and reminded schools of their responsibilities to take immediate and effective steps to respond to sexual violence in accordance with Title IX. The Dear Colleague Letter (available at www.ed.gov/ocr/letters/colleague-201104.pdf) Provides guidance on the concerns that arise in sexual violence cases, such as the role of criminal investigations and a schools independent responsibility under Title IX to investigate and address sexual violence. Provides guidance and examples about key Title IX requirements and how they relate to sexual violence. Discusses proactive efforts that schools can take to prevent sexual violence. Discusses the interplay between Title IX, the Family Educational Rights and Privacy Act, and the Clery Act, as it relates to a complainants right to know the outcome of the complaint. Provides examples of remedies and enforcement strategies that schools and OCR may use to respond to sexual violence.
The Dear Colleague Letter summarizes the obligations of institutions of higher education under Title IX regarding sexual violence. Specifically, a school must Take immediate and appropriate action to investigate or otherwise determine what occurred if it knows or reasonably should know of possible student-on-student sexual violence. The schools inquiry must be prompt, thorough, and impartial. If sexual violence has occurred, a
Appendix C continued
school must take timely and effective steps to end the sexual violence, prevent its recurrence, and address its effects, regardless of whether it is the subject of a criminal investigation. Take steps to protect the complainant, as necessary, including interim steps taken prior to the final outcome of the investigation. Provide a grievance procedure for students to file complaints of sex discrimination, including complaints of sexual violence. These procedures must include an equal opportunity for both parties to present witnesses and other evidence, similar and timely access to any information that will be used at the proceeding, an equal opportunity for legal representation, and the same appeal rights. Use the preponderance-of-evidence standard to resolve complaints of sex discrimination in its grievance procedures. Notify in writing both parties of the outcome of the complaint. Ensure that its employees are trained so that they know to report harassment to appropriate school officials, and so that employees with the authority to address harassment know how to respond properly. Employees designated to serve as Title IX coordinators must have adequate training on what constitutes sexual harassment, including sexual violence, and how the schools grievance procedures operate. In addition, all campus public safety agency employees should receive training on the schools Title IX grievance procedures and any other procedures used for investigating reports of sexual violence.
The Clery Act

In 1990, Congress enacted the Crime Awareness and Campus Security Act of 1990 (Title II of Public Law 101-542), which amended the Higher Education Act of 1965 (HEA). This Act required all postsecondary institutions participating in HEAs Title IV student financial assistance programs to disclose campus crime statistics and security information. The Act was amended in 1992, 1998, and 2000. The 1998 amendments renamed the law the Jeanne Clery Disclosure of Campus Security Policy and Campus Crime Statistics Act in memory of a student who was slain in her dorm room in 1986. It is referred to as the Clery Act (Westat, 2011). The Clery Act includes the following components: Institutions must publish an annual report disclosing campus security policies and 3 years worth of selected crime statistics. Institutions must make timely warnings to the campus community about crimes that pose an ongoing threat to students and employees. Each institution with a police or security department must have a public crime log. The U.S. Department of Education must centrally collect and disseminate the crime statistics. Campus community sexual assault victims are assured of certain basic rights (see below).
Both the accused and the accuser must be notified of the outcome of any disciplinary proceeding involving a sex offense at the postsecondary level (Dear Colleague Letter, 14). Institutions that fail to comply may be fined or lose eligibility to participate in federal student aid programs. The Handbook for Campus Safety and Security Reporting, available at www.ed.gov/admins/lead/safety/campus.html, includes additional information regarding each component. The U.S. Congress enacted the Campus Sexual Assault Victims Bill of Rights in 1992 as a part of the Higher Education Amendments of 1992 (PL 102-325, section 486(c)). It requires that all colleges and universities participating in federal student aid programs afford sexual assault 4647victims certain basic rights. It also requires that schools notify victims of their option to report their assault to the proper law enforcement authorities. This bill of rights now is part of the campus security reporting requirements of the Clery Act. These rights include the following: The accuser and accused must have the same opportunity to have others present. Both parties shall be informed of the outcome of any disciplinary proceeding. Survivors shall be informed of their option to notify law enforcement. Survivors shall be notified of counseling services. Survivors shall be notified of options for changing academic and living situations.
Title IV of the Civil Rights Act of 1964

Title IV of the Civil Rights Act of 1964 (Title IV), 42 U.S.C. 2000c, prohibits public school districts and colleges from discriminating against students on the basis of sex, among other bases. The U.S. Department of Justice enforces Title IV to ensure that all persons, regardless of their sex, are provided equal educational opportunities. More information regarding Title IV and sex-based discrimination and harassment can be found at www.justice.gov/crt/about/edu/types.php.
Family Educational Rights and Privacy Act

The Family Educational Rights and Privacy Act (FERPA), 20 USC 1232g; 34 C.F.R. Part 99, is a federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.
FERPA does not preclude a postsecondary institutions compliance with the timely warning provision of the Clery Act. FERPA recognizes that information can, in case of an emergency, be released without consent when needed to protect the health and safety of others. Campus law enforcement records are not education records protected by FERPA. In a confidential Title IX investigation, the alleged perpetrator may have a right to receive information about allegations kept as part of an education record (Dear Colleague Letter, 5). Postsecondary institutions may not require a complainant to abide by a nondisclosure agreement to obtain information that must be disclosed under the Clery Act (Dear Colleague Letter, 14). When conduct involves a crime of violence or a non-forcible sex offense, FERPA allows postsecondary institutions to disclose the final results of disciplinary proceedings to the complainant (even if the institution concluded that a violation was not committed) (Dear Colleague Letter, 1314). Schools may disclose sanctions to the complainant where the sanction directly relates to the complainant at the elementary, secondary, and postsecondary levels (Dear Colleague Letter, 13). Postsecondary institutions may disclose final results of a disciplinary proceeding to anyone if it determines that the student is a perpetrator of a crime of violence or a nonforcible sex offense, and the student has committed a violation of the institutions rules and policies (Dear Colleague Letter, 14).
Source: Promoting Effective Criminal Investigations of Campus Sex Crimes. Campus Sex Crimes Forum January 25, 2012. Washington, D.C. : Office on Violence Against Women. Department of Justice. Web. 28 Nov. 2012. < http://www.ojp.usdoj.gov/ovc/pdftxt/ CampusSexCrimesReport.pdf>.
Appendix D: Stalking Fact Sheet

What is stalking? While legal definitions of stalking vary from one jurisdiction to another, a good working definition of stalking is a course of conduct directed at a specific person that would cause a reasonable person to feel fear. Stalking Victimization 6.6 million people are stalked in one year in the United States. 1 in 6 women and 1 in 19 men have experienced stalking victimization at some point during their lifetime in which they felt very fearful or believed that they or someone close to them would be harmed or killed. Using a less conservative definition of stalking, which considers any amount of fear (i.e., a little fearful, somewhat fearful, or very fearful), 1 in 4 women and 1 in 13 men reported being a victim of stalking in their lifetime. The majority of stalking victims are stalking by someone they know. 66% of female victims and 41% of male victims of stalking are stalked by a current or former intimate partner. More than half of female victims and more than 1/3 of male victims of stalking indicated that they were stalked before the age of 25. About 1 in 5 female victims and 1 in 14 male victims experienced stalking between the ages of 11 and 17. Repeatedly receiving unwanted telephone calls, voice, or text messages was the most commonly experienced stalking tactic for both female and male victims of stalking. (Black et al., 2011:The National Intimate Partner and Sexual Violence Survey (NISVS): 2010 Summary Report) 46% of stalking victims experience at least one unwanted contact per week. 11% of stalking victims have been stalked for 5 years or more. [Katrina Baum et al., (2009). Stalking Victimization in the United States, (Washington, DC:BJS, 2009).] Impact of Stalking on Victims 46% of stalking victims fear not knowing what will happen next. [Baum et al., (2009). Stalking Victimization in the United States. BJS.] 29% of stalking victims fear the stalking will never stop. [Baum et al.]
Appendix D: continued
Stalking and Intimate Partner Femicide* 76% of intimate partner femicide victims have been stalked by their intimate partner. 67% had been physically abused by their intimate partner. 89% of femicide victims who had been physically assaulted had also been stalked in the 12 months before their murder. 79% of abused femicide victims reported being stalked during the same period that they were abused. 54% of femicide victims reported stalking to police before they were killed by their stalkers. *The murder of a woman. [Judith McFarlane et al., Stalking and Intimate Partner Femicide, Homicide Studies 3, no. 4 (1999).] Stalking Laws Stalking is a crime under the laws of all 50 states, the District of Columbia, the U.S. Territories, and the Federal government. Less than 1/3 of states classify stalking as a felony upon first offense. More than 1/2 of states classify stalking as a felony upon second offense or subsequent offense or when the crime involves aggravating factors. Aggravating factors may include: possession of a deadly weapon, violation of a court order or condition of probation/parole, victim under 16 years, or same victim as prior occasions. For a compilation of state, territory, tribal, and federal laws, visit: www.VictimsOfCrime/src. Last updated August 2012 The Stalking Resource Center The Stalking Resource Center (SRC) works to raise national awareness of stalking and to encourage the development and implementation of multidisciplinary responses to stalking in local communities across the country. The SRC provides training, technical assistance, and resource materials for professionals working with and responding to stalking victims so that communities are more aware of and better equipped to respond to the crime of stalking. Contact us at 202-467-8700 or src@ncvc.org. Source: "Stalking-College Campus- Articles." MINCAVA Electronic Clearinghouse. Minnesota Center Against Violence and Abuse. 2012. Web. 15 Nov. 2012. < http://www.mincava.umn.edu/ categories/1038 >.
Appendix E: Poll on Reddit

(Poll was posted by Jordan Rutledge) Quick and easy poll by upvoting on how you feel about safety at UCF. submitted 1 month ago* by UCFsafetyPoll Hello fellow Knights! I'm doing a group project on crime and violence on campus and thought some UCF redditors could help out by taking part in this informal poll. Below there are comments there is a link to an online poll where you can answer the question: How safe do you feel on UCF's campus? []ChiguireDeRio 9 points 1 month ago Honest question: Who feels "very unsafe" at UCF's main campus? I am there until 3-4am some nights and I don't think twice about it when I am walking back to my car. []UCFsafetyPoll[S] 2 points 1 month ago Not sure, some people including myself are just a tad paranoid and things like walking around alone at night just creep them out simply because the possibility is there. There has been a few that have voted that they feel that way. Who knows if they're just trolling, but I can see why some people may feel unsafe. Thanks for your input. []ChiguireDeRio 1 point 1 month ago Thank you for putting the time and effort into this. I understand how people might feel a bit paranoid about walking by themselves across empty parking lots and buildings, I just have never felt that way. Again, I am in the engineering building most of the time and there are people out in the atrium pretty much every night. That includes today. I almost always sleep for a couple hours in one of the lounge chairs of ENG-1 if I have a morning test. I do make a point in walking my female friends out to their cars in garage C if we have stayed studying really late. I just do it because growing up I was taught to do it, not because me or my friends feel unsafe about our campus. []Tarblz 1 point 1 month ago Wasn't there a mugging earlier this semester in garage C? Why does that seem to be the problem garage? []ChiguireDeRio 1 point 1 month ago Never heard of it. []sjacoblevine 1 point 1 month ago its in a shady area. theres a lot of trees around it
Appendix E:
[]UCFsafetyPoll[S] 5 points 1 month ago Easy Poll: http://www.easypolls.net/poll.html?p=50845902e4b0673e963af3b1 []darxx 3 points 1 month ago Tip: Fix the lights. Half the campus walkways are pitch black at night and its fucking terrifying. The ones i've personally noticed are in front of the health center, and the walkway next to honors from the union to parking. there are TONS of broken lights and it seems like nothing ever gets done to repair them. []UCFsafetyPoll[S] 2 points 1 month ago Thanks for your input, our project will address possible solutions to creating an environment less prone to crime, violence, and even just the fear of those. Working and maintained lights are a great suggestion. []CombyMcBeardz 3 points 1 month ago http://police.ucf.edu/logs/Main%20Campus%20Crime%20Log.pdf Most of the crime on campus is petty theft. There were 2 cases of rape in 2011. For the largest school in the nation and such a big campus I don't think it can get much safer. []darxx 2 points 1 month ago Walking in the dark does not feel safe for a woman alone at night. source: me, woman who has to walk in the dark alone at night on campus to get to the union from my shuttle stop. Also many cases of rape remain unreported nationwide. []CombyMcBeardz -3 points 1 month ago Most rapes happen between people that know each other. Most crime happens when it's light out. You're a bit old for the boogeyman I think.. This isn't Detroit or even New York. There are no dark alleys where the gang members set their traps for women to walk into. It's a large college campus, one that is well patrolled and populated by thousands of students. []Oen386 3 points 1 month ago I wish you were right, but there are some cases. []darxx 3 points 1 month ago Doesn't feel very well populated at 9pm when I have to walk through the dark alone to get somewhere. If UCF can afford to bring in Snoop Lion, they can afford to replace a light bulb. []darxx 2 points 1 month ago Working lights should be a given. I'm glad somebody has heard it now though.
Appendix E:
[]Oen386 1 point 1 month ago Yes, someone named "UCFsafetyPoll" who has no accountability or credibility. :/ []darxx 1 point 1 month ago If there is somebody else I should be reporting the lights problem to let me know. I've told a couple of faculty members but I don't know of somebody who is actually responsible for the lights. []Oen386 2 points 1 month ago Maintenance I think handles it. Edit: Ha, I guess talk to the building supervisors near the location of the lights that are out. There is a minimum 20 dollar charge for any work done. []UCFsafetyPoll[S] 2 points 1 month ago I'm just a student working on a group project, as mentioned at the top, but we are very serious about our work and if we continue to find interesting and helpful tips, we may very well present suggestions to the appropriate channels. []UCFsafetyPoll[S] -1 points 1 month ago I was going to do something like this, but I figured being brought to another window would turn people off and it'd just be easier and more attractive to just upvote their choice. []CombyMcBeardz 0 points 1 month ago Well it's obvious from all the troll downvoting and such that you aren't going to get the results you want from this. []UCFsafetyPoll[S] 0 points 1 month ago A lapse in judgement. Thanks for the link, I created a poll using that instead. []CombyMcBeardz 1 point 1 month ago Nice. Voted. Wasn't trying to be a dick, but using the reddit system just isn't something you should do for stuff like this. Reddit's algorithm fudges the numbers to try and prevent up/downvoting popular things just because they are popular, plus people like to screw around with that stuff. And there's no way to prevent people from up/downvoting all of the choices. Good luck with your poll. []UCFsafetyPoll[S] 0 points 1 month ago I'm picking up what you're putting down. Hopefully this will get more traffic. If not... oh well I guess.
Appendix E:
[]JeskaLyn 3 points 1 month ago I wanted to respond to your poll, but I find that my answer really depends what part of campus and what part of day/night. Typically, I don't stray terribly far from the COM building, because that's where I work and that's where my classes are. So most of the time, I feel incredibly safe (except for trying to cross the street. Don't drivers know what crosswalks are?? Whatever, if you hit me on a crosswalk, it's on your insurance not mine), but if for any reason I need to be ANYWHERE ELSE on campus at night I'm very uncomfortable; and to be honest, I wouldn't consider living in any of the apartment housing within a mile or two of campus based on how many e-mails I've gotten about break ins and attempted rapes. So basically... I feel very safe in my own little bubble on campus, but the area outside of my bubble is humongous and scary. []UCFsafetyPoll[S] 1 point 1 month ago Interesting thoughts. Knight Drivers are crazy. And I know what you mean about UCF being humongous and scary. Are the emails you are getting about break-ins from the school? []sadnumbers 1 point 1 month ago worse than crazy, they are dangerous. and it's more than just the student drivers. there is a culture of terrible dangerous driving on orlando in general. i see an auto accident on university nearly every day and all most all of them could have been avoided by PUTTING THE PHONE DOWN WHILST YOU DRIVE. just yesterday i watched two young women, one making a u turn and one making a right turn both looking at their phones, drive head long into each other and neither saw it coming. they day before that i watched this guy drive right into a telephone pole. it's disgusting. []Oen386 1 point 1 month ago COM? Communications Building or College of Medicine? All I have to say about off campus break-ins are that drugs are typically involved. These aren't random robberies, they seem to typically be "I know this guy has cash because he sells". The only random robberies I have seen are when cars get broken into, or wheels are stolen. This can happen a lot of places though. :/ []daman3456 2 points 1 month ago make sure you note that the demographic of this sample is highly skewed http://www.reddit.com/r/ucf/comments/11utr2/quick_and_easy_poll_by_upvoting_on_how_you _feel/

Team 5 Research Report

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Campus Crime and Prevention

Kendra Duncan Jordan Rutledge Nicolette Shurba Megan Whitehall

University of Central Florida December 2012

Campus Crime and Prevention ii

Abstract (composed by Jordan Rutledge)

Campus Crime and Prevention iii

Campus Crime and Prevention iv

Campus Crime and Prevention v

Campus Crime and Prevention 1

I. Introduction (composed by Nicolette Shurba)

II. Background (composed by Kendra Duncan)

Figure 1. Typology of violence ("Definition and Typology")

Campus Crime and Prevention 5

III. Theft and Burglary (composed by Jordan Rutledge)

Campus Crime and Prevention 9

Figure 3 - Walkway EBLP

Campus Crime and Prevention 12

IV. Harassment (composed by Kendra Duncan)

Campus Crime and Prevention 13

Campus Crime and Prevention 14

Campus Crime and Prevention 15

Campus Crime and Prevention 16

B. Nature and Scope of Harassment on College Campuses

Campus Crime and Prevention 17

Figure 5. Percentage of students who reported bullying

Figure 6. Technologies that cyberbullies use

group of men 21%

one man 37%

group of men & women 23%

one woman 33%

Figure 7. Percentage of male and female perpetrators

Students who admit to being sexual harassers

Campus Crime and Prevention 22

Male Students Female Students

physically harassed someone

Figure 8. Percentage of students admitting to harassing others

Faculty and staff as sexual harassers

students who admit being harassed by faculty or staff

students who say it happens

students who say it never happens

Figure 9. Faculty and staff as sexual harassers

Campus Crime and Prevention 23

co-worker friend acquaintance classmate intimate 0

5.6 5.6 10.3 24.5 42.5 10 20 30 40 50

Figure 10. Stalking Statistics (Carr 4)

Table 4. Figures for 2010-2011 ("Uniform Crime Reports 2011")

Campus Crime and Prevention 29

D. Impacts of Harassment on College Students

E. National Cases of Harassment

Campus Crime and Prevention 36

F. Best Practices and Safety Standards for prevention

Campus Crime and Prevention 38

V. Physical Assault (composed by Megan Whitehall)

insults, death threats. making a fist, pushing, stalking, stealing/throwing objects.

Campus Crime and Prevention 40

Brutality: Punches Assault Armed

attacks, struggles, fights.

and injuries: bites, bruises, injuries, dislocations, fractures.

Figure 12. Crime By Type

Campus Crime and Prevention 41

Campus Crime and Prevention 42

Figure 14. Perpetrators Relationship to Victim

Referring to Rape on College Campuses: