St. Francis Xavier University

Walkabouts (Campus Safety Audits) Results and Recommendations

14th March 2013 Prepared by UnSilence the Violence Student Team 2012-2013

Principal Authors: Haily MacDonald, Tanya Mtetwa, and Bilha Ndomo

This project is funded by Status of Women Canada.

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Table of Contents Introduction………………………………………………………………………………………3

Methodology……………………………………………………………………………………..5

Areas of Concern………………………………………………………………………………..7

Results……………………………………………………………………………………………8

Part One: The Social Environment……………………………………………..……11

Part Two: The Physical Environment……………………………………………..…14

Recommendations………………………………………………………………………….....17

Recommendations for Future Walkabouts………………………………………………….23

UnSilence the Violence Student Team Reflections………………………………………..24

References……………………………………………………………………………………..26

Appendix A: Walkabout Participant Survey…………………………………………………27

Appendix B: Walkabout Map…………………………………………………………………34

Appendix C: Walkabout Action Plan Worksheet……………………………………………35

Appendix D: Pictures from the Walkabouts…………………………………………………36

Appendix E: Preventing Violence against Women at StFX Project………………………39

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Introduction Gender-based violence (GBV) and violence against women (VAW) is endemic across campuses in Canada. VAW and GBV are defined as: Violence against women is any act that results, or is likely to result, in physical, sexual, and psychological harm or suffering to a woman, including threats of such an act, coercion, or arbitrary deprivation of liberty whether occurring in public or private life.

(United Nations) Gender-based violence is a general term used for the violence that occurs as a result of the role expectations associated with gender, along with the unequal power relationships between genders, within the context of society.

(Respond Gender-based Violence in Eastern Europe and Central Asia) Statistics on VAW indicate:

· 4 out of 5 female undergraduates on Canadian campuses are victims of violence in dating relationships. (Stats Can 2006)

· More than 80% of rapes that occur on university and college campuses are committed by someone the victim knows. Many of them happen in the first eight weeks of classes. (University of Alberta–Sexual Assault Law in Canada)

· Only 8% of sexual assaults are reported to the police. (Women against Violence against Women)

Acknowledging and addressing this problem locally, campus community members representing Antigonish and St. Francis Xavier University (StFX) have prioritized the prevention of gender-based violence and violence against women. The degree to which GBV and VAW occur and its impact on the student body remains largely unknown at StFX. Although some work has been done to document certain types of gendered violence, little has been done to assess the impact of this violence. To understand how violence and oppression impacts the safety of everyone on campus and in particular, the needs of various groups who are most affected by violence and oppression, a group of students reached out to the StFX community – students, faculty, and staff – and the Antigonish community to participate in walkabouts (also known as campus safety audits) of the campus. The Student Team, known as UnSilence the Violence, was hired, as part of the larger project Preventing Violence against Women at StFX, to conduct these walkabouts to gather information from their peers and other campus community members. Their work is guided by a Project Coordinator and Advisory Committee members representing campus and community departments and organizations with a stake in preventing violence against women and other forms of

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gender-based violence. (For information about the larger project Preventing Violence against Women at StFX, please refer to Appendix E.)

A walkabout is a common method used to evaluate feelings of violence and oppression of an environment by allowing participants to reflect on their own safety needs, while appreciating that each individual is different and thus, will experience feelings of violence and oppression uniquely. We have adapted the best practice tool created by the Metropolitan Action Committee on Violence against Women and Children (METRAC). Therefore, the walkabouts performed were in line with approaches used on several other Canadian campuses and can be used for future comparisons. Through the walkabouts, the Student Team was able to:

i. Make visible the many forms that gendered violence takes and the impact it has on diverse members of the student body;

ii. Understand that acts of violence often intersect with each other and are often not exclusive to one category; and

iii. Come to a common place of understanding violence and oppression where everyone’s voice is heard and to create an action plan working towards improving everyone’s safety on campus.

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Methodology The Student Team, UnSilence the Violence, based its work on METRAC’s participatory action research model, being guided by the diverse voices and perspectives of students, staff, and faculty. By employing a range of methods, the METRAC model assesses what feelings of safety different campus community members have, what safety concerns are important to them, and how to improve the overall climate of safety on campus, as indicated by the participants. UnSilence the Violence conducted a total of seven walkabouts in November 2012 and January 2013. They took place during both the day and night time and during events on campus (i.e. the Canadian Interuniversity Sport Women’s Rugby Tournament). These walkabouts were adapted from METRAC’s best practice tool, Community Safety Audit Kit.

A walkabout identifies safety conditions on campus by bringing together diverse campus community members to evaluate physical features and also social (attitudinal and behavioral) factors. It is based on the perspectives of those who live, study, and work there and on the simple fact that the people who use an area are the experts on safety in that area.

Using METRAC’s Community Safety Audit Kit, the Student Team had the necessary tools and information to organize standardized walkabouts. Groups of a maximum of ten participants were gathered for each of the walkabouts and two to four Student Team members led them. A walkabout took an average of two hours during which different types of violence were presented and a definition of safety was examined. To ensure participants were comfortable and engaged in these walkabouts, the Student Team laid out group norms that were accepted by all participants. The norms focused on introducing the project, defining violence, and understanding that the walkabout is a safe and confidential space. A briefing of 30 minutes took place before the walk during which surveys was started (for survey, see Appendix A), the route was indicated (for walkabout map, see Appendix B), and finally, emphasis was placed on the key conditions to look out for during the walk: visibility, lighting, signs and maps, isolation, maintenance, accessibility, security, and community and personal safety.

Dissimilar to METRAC protocol, during the walk, the Student Team continually reminded the participants to be conscious of their surroundings and key conditions, aforementioned. There were several designated “stops” to assess if participants felt comfortable continuing with the walk and to ensure that participants had enough time to write down all their notes for a specific area on campus. The reason in diverging from the METRAC protocol was to ensure all notes taken were clear and concise, not rushed, and that participants stayed focus on the task at hand. After the walk, the

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remainder of the survey was filled out and a Walkabout Action Plan was collaboratively created by the participants (see Appendix C), as recorded by the Student Team.

Due to the sensitive nature of some of the survey’s questions, some questions were left blank and in the analysis, the Student Team graded them as zero.

It is also important to note that while the participants took their own notes and filled out the survey individually, the Student Team took notes on comments made and conversations had. The Student Team took photos when participants prompted them to do so to capture specific areas of concern.

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Areas of Concern

Specific areas where participants expressed feeling unsafe presented in the order they would be found on the walk:

1. Areas not well lit at night/dark areas on campus 2. Large events because of the amount of alcohol and levels of intoxication 3. Dark corners around buildings 4. Parking lots 5. Notre Dame Avenue 6. Behind James Bruce Brown (JBB) Building. 7. Behind Lane Hall Residence* 8. Behind Mount Saint Bernard Residence (The Mount) 9. The stairs beside Mount Saint Bernard Residence 10. Behind Angus MacDonald Library 11. Stairs between Angus MacDonald Library and Nicholson Hall 12. The walk between Angus MacDonald Library and the Keating Millennium Centre

(KMC) 13. The walk between Angus MacDonald Library to the Student Union Building

(SUB) 14. Coady gardens 15. Around Morrison Hall 16. No sidewalk along West Street 17. All around (front, back and sides of) Bishops Hall Residence 18. Between the Physical Sciences Centre (PSC) and Bauer Theater 19. The Oland Centre 20. Behind the Oland Centre and the KMC 21. The entrances to the KMC 22. Under the bleachers 23. Coady residence 24. The SUB stairs 25. The Inn

*Behind Lane Hall Residence was mentioned as the area of most concern throughout all of the surveys.

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Results A total of 41 campus community members participated in the walkabouts; however, only 36 participants fully completed the surveys. This report therefore analyzes information from the 36 participants, 34 were current students with one identifying as a visiting alumni. There was one staff member who participated in the walkabout. Of the students, 12 indicated that they lived on campus and 21 off campus with one not identifying. Of the total, 27 identified as female and 9 as male.

The results of the survey present a significant difference in relation to each gender. For example, female participants felt less safe than male participants on campus. When responding to the statement “I feel safe on campus”, 50% of all female participants answered yes, compared to 78% of the male. The trend was similar when participants were asked to respond to whether they felt safe alone on campus and leaving home after dark. Most female participants attributed not feeling safe after dark and particularly when there were events and parties due to the high intake of both alcohol and drugs.

However, there were similarities in responses from both females and males regarding lighting where both felt it contributed to their feeling of a lack of safety on campus. About 56% of male and 72% of female participants expressed that there were specific areas on campus that made them feel unsafe due to the lack of sufficient lighting. The areas that require more lighting are listed under recommendations. Of the total, 17 identified as belonging to the following communities: Lesbian/Gay/Bi/Queer/Transgender & Transsexual, Aboriginal, Person Living with Disabilities, International, Person of Colour, Black, and Asian. In the survey, participants were asked if they had heard or seen people being discriminated against on campus and why they thought those people were being discriminated against. The majority of the participants, particularly those belonging to the communities mentioned above, felt that sexual orientation, gender identity, and ethnicity/race were the leading areas for discrimination.

1.0 General Impressions The participants gauged their safety based on guidelines in the survey. From the analysis, 41.9% of the students felt safer when in the company of others and during the day, as opposed to 22.6% when alone and on campus after dark. Participants suggested that the main reasons for feeling unsafe during the night included big parties, alcohol consumption, and poor or no lighting. Some of the comments raised during the walkabout included the following:

“It depends on the night. If a big event is going on I feel more uncomfortable.” “I hear that a lot of violence occurs because of people being drunk or on drugs.” “Lighting, creepy places, only one emergency stop button.” “Areas are not well lit at night.”

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1.1 Lighting In this section, participants were asked to describe how lighting affects feelings of security and to identify areas of concern. From the surveys, 77.4% said that lighting was not good; 80.4% said lights were either broken or commented on areas that required more lighting. There were four main areas that were noted by the participants as problematic – behind Lane Hall Residence, Bishops Hall, The Mount, and the KMC. Participants recommended the need to have lighting on crosswalks. In some instances, participants noted that where there were lights present, they were also blocked by trees or bushes.

“Areas are not well lit at night.” “In dark areas on campus.” “Parking lots.” “Dark corners around buildings.”

1.2 Signs and Maps There were several recommendations from participants with regards to signage and maps. Even though 67.7% felt that there was enough signage, 71% of the participants felt that signs did not show where to go for help in emergencies. 22.5% were unsure of how to respond or what to do in emergency situations. 1.3 Traffic 77.4% of the participants recommended that more crosswalks or stop signs be added. This section looked at the ease of movement and the speed of traffic on campus. 54.8% of participants indicated traffic as fast; slightly over 50% recommended that speed bumps and bike paths be installed. Particularly high traffic areas, like Nicholson Hall and residences, were noted as areas of concern.

1.4 Transportation In this section, participants were asked how they move around on campus. 100% said they walk to get around. Participants also indicated that they occasionally use taxis, cars, bicycles, and Drive U (a Students’ Union drive home program). Participants recommended an increase of Drive U vehicles with more flexibility of service. Other ideas included increasing a walk home service and mounting more bike racks. 1.5 Isolation Feelings of isolation correlate with feelings of the threat of violence. 38.7% of participants noted that the campus felt abandoned, while 48.3% felt it was not. 13% were unsure of how to respond to this question.

Another question from this section included, “people could hear me if I was screaming for help in the area”, for which only 9.7% indicated yes, 29% no, and 61.3% unsure. Some questions in this section were answered by the majority as unsure, like the example above. In other questions, an overwhelming majority indicated that there were “areas where someone could block my path” – 81% responded yes to this statement.

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1.6 Visibility Good visibility is important in order to feel safe. For the most part, participants felt it was possible to see what is ahead. On the other hand, corners were identified as blocking view. Trees and bushes were seen as intrusive, making visibility poor. Areas with trees and bushes were seen as areas that would allow and encourage someone to hide and wait for people.

1.7 Maintenance Maintenance refers to the physical and environmental upkeep. In this section, participants indicated that maintenance met expected standards. Important to note however, 83% said they could not identify who to call for maintenance issues. 1.8 Accessibility Accessibility looks at ease of movement for both abled and disabled persons. In this section, participants identified that there were not many options for persons living with physical disabilities with regards to access to buildings, elevators, and signage. Nevertheless, 87.1% of participants did remark that parking for disabled persons was available. 1.9 Security This section assessed participants’ knowledge of security services available and their opinions of how security services are offered. Participants generally felt that security was handled well and the security team in place was helpful and respectful. On the other hand, about 61.3% did not seem to have any information as to whether the police was helpful with another 6.5% saying the police was not helpful.

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Part One: The Social Environment It is pertinent that we address the feelings of safety experienced by different genders at StFX. We examined the female and male responses to the survey to view the different perspectives. This was firstly done with the questions about the social environment.

It is important to note that a significant number of participants did not answer various questions on the survey, reducing the amount of responses on particular questions to only about half of the participants. This hindered our analysis in that we were unable to establish whether it significantly represents the campus community.

Below are the relevant questions to establishing the general perceptions of the social environment by females and males.

Question 4: Do you feel uncomfortable entering any of these places on campus?

A particularly large number of participants both male and female did not answer this question, with the total being 15 participants. There was no indication of a trend between age, ethnicity/race, or any other known variable to account for the 15 participants who did not respond. Of those who responded, a noteworthy amount of females indicated that entering residences made them feel uncomfortable. For female participants, bars and parks were tied for second as places that made them feel uncomfortable. Similarly, males indicated bars and parks as places that made them feel uncomfortable.

Question 5 and 6: Do you feel safe on campus? If yes, why?

It is possible this question within the social environment section polarized the female participants with 26% responding yes to feeling unsafe on campus, another 26% responding no they do not feel unsafe on campus. The remainder of the participants was either unsure (21%) or left the question blank (26%). The divergent responses from the females was reflected in the large array of reasons why they feel unsafe – with 8 out of the 10 suggested reasons in Question 6 (see appendix A) as reasons for feeling unsafe. Alcohol was the most cited reason for feeling unsafe with 52% of participants stating so, this is followed by drugs and sexism tied at 34%. Homophobia, major events, gangs, and partner violence were also mentioned as reasons why females could feel unsafe.

The male participants generally expressed less concern for feeling unsafe, with 80% of them reporting no they do not feel unsafe on campus. This too was reflected in the reasons as to why the participants could feel unsafe; the cited causes were listed as gangs, sexism, homophobia, and partner violence. All four of these reasons only had

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one response each. This information leads us to infer that males definitely feel more comfortable and safe on campus than females do, ceteris paribus. It is necessary to note that one particular male participant noted that “he fears for others safety” and not his own.

Question 7: What do you do to feel safe on campus?

Here again a clear division between males and females was made, even though there were similar responses from each group to avoid walking alone or to stay on lit paths at night. The main difference could be seen in the array of responses by the females which ranged from always keeping their cell phones close by to walking extremely fast at night. This illustrated again the stark contrast between males and females in taking precautions to feel safe on campus, with most female participants stating three ways which they use to try to keep safe and with the male participants responding with only one or none.

Question 8 and 9: If you were harassed or faced an incident of violence, do you know where to get help? If yes, where?

This question yielded similar percentage results with 78% females and 80% of males responding yes they would know where to get help. Both groups identified security/campus police as the go-to service for assistance. But a divide between the genders does occur with the breadth of different places to go and seek help was far more extensive according to the female participants. The females, listed 11 locations where they could attain help and the males noted seven. For the females, this included the StFX Health Centre, StFX Counselling, police/911, the Human Rights and Equity Advisor, Sexual Assault Nurse Examiner Program (SANE), Peer Mentors, the Antigonish Woman’s Resource Centre, the hospital, and X-Patrol.

Question 10 and 11: Have you heard or seen people being discriminated against on campus? (This may include your own experience(s)). If yes, why did they/you face discrimination?

80% of the male participants indicated having witnessed or heard discrimination on campus, with the highest percentage of discrimination based on sexual orientation – a staggering 70% of males reporting. This was followed by choices of individuals around alcohol/drugs, then gender identity, then choices around sex, and then ethnicity/race which all had percentages over 30%.

The female participants also had similar results with 70% indicating they have witnessed or heard discrimination, but the emphasis was placed on choices around alcohol/drugs, not sexual orientation. This can be linked back to the responses seen in Question 6, indicating alcohol as the reason for feeling unsafe for 52% of the female

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participants. 57% of the female participants stated that the discrimination was due to choices around alcohol. This was followed by choices around sex, then sexual orientation, and then ethnicity/race all which had percentages over 34%.

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Part Two: The Physical Environment The following are the results of the physical environment section based on gender. These results highlight the differences and similarities in the concerns of both female and male participants when it comes to safety on campus. The findings below follow the sequence of questions on the survey and include quotations written by the participants themselves within the corresponding sections.

General Impressions Results highlighted that overall, female participants felt less safe than male participants on campus. When asked to respond to the statement “I feel safe on campus”, only 50% of all female participants answered yes, compared to 78% of the males. Furthermore, only 4% of all female participants indicated feeling safe alone on campus and only 19% indicated that they feel safe leaving home after dark; whereas, 78% of males expressed feeling safe alone on campus and 89% of males expressed feeling safe leaving home after dark. Of the female participants, 46% responded that sometimes or yes, they avoid doing things on campus because they don’t feel safe and 25% of male participants responded the same. When asked to explain their responses, some wrote about concerns regarding the lack of safety features on campus; one female participant’s response was “there’s only one safety button”. Other participants expressed fear due to the lack of communication on part of the university in regards to incidents of assault and harassment that occur on campus. One female participant wrote that there is “no notification of violence/rape on campus so [we] never know what is happening [only through] word of mouth”. Another wrote that she will “avoid going out by myself because of rumors of assault, we don’t know as students if there have been incidents”. Another concern highlighted by participants was the lack of safety they felt due to the high use of alcohol and drugs on campus during the evenings and on weekends. One female participant wrote “I would avoid certain things like going on a run at night, [because] campus is very dead on weeknights and [there are] mostly drunk groups on the weekend”. Another female participant expressed similar feelings writing that “if it’s late and I know there has been a lot of partying, I’ll avoid certain places”.

For both males and females, lighting was one of the main features contributing to their feeling of a lack of safety on campus. One male participant wrote “I feel that there are still a lot of dark nooks, corners, and areas”. A female participant echoed this in saying that she did not feel safe going out after dark “because there are lots of places where people can hide”.

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56% of male and 72% of female participants expressed that there were specific areas on campus that made them feel unsafe. These places included, but were not limited to: Behind the Oland Center, around the KMC, The Inn, around and behind Lane Hall Residence, in front of Bishops Hall, around MSB (particularly under the underpass), around Memorial Field, around the apartment-style residences, various parking lots, and under the bleachers.

Overall in the general observations section, male participants were more likely to feel safe and less restricted due to fear than their female counterparts. Some male participants even recognized their privilege of feeling safe when explaining why they do not feel unsafe. One male participant wrote that as an “able-bodied male, [safety] is less of a problem for me”. Another wrote that “I don’t tend to feel unsafe on campus, but I am aware that others are and that is unsettling to say the least”.

Lighting With respect to lighting on campus, females were about 30% more likely to indicate that lighting was not good on campus compared to their male counterparts. This can reflect overall that females feel less safe on campus; thus they are more aware of aspects that need to change in order to make them feel safe. Both males and females expressed a lack of knowledge on who to call if lights were out or damaged (which is further commented on in Recommendations). Also both male and female groups were able to generate extensive lists of areas on campus where there are broken lights or the areas that need more lights. The areas that were listed the most frequently include: outside of MSB, between JBB and Lane Hall Residence, around Morrison Hall, Notre Dame Avenue, around Lane Hall Residence, by Bishops Hall, beside the KMC, and around various parking lots on campus. What is important to note is the similarity between the lists of where participants report feeling unsafe and where participants report the lack of lighting. Signs and Maps Within this section, participants were asked if there were signs to show where to go for help in case of an emergency. 33% of males expressed that there were, compared to only 7% of females. This again highlights that those who feel unsafe on campus are more likely to notice the lack of safety features. When asked to note what signs are needed, both male and female participants expressed the need for more signs to show where to go for help in emergencies. One male participant wrote that the current “emergency areas need to be clearly labeled”. Another male participant wrote that there needs to be “signs pointing towards security and where to call [for help]”. Similarly, female participants highlighted the need for more signs to the help button, security office, and where to get help in general.

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One aspect that distinguished the responses between the female and male participants was that female participants questioned the current emergency features. One female participant noted that “most people don’t know what emergency boxes on buildings are”. Another concern indicated was the emergency pole by the SUB parking lot. One female participant wrote blatantly “one emergency pole”. Another echoed this, by explaining the inutility of the current one emergency pole stating “blue light on campus, bushes all around it and no camera”.

Another concern in this section is the emergency exits in buildings. 100% of the male participants indicated that these were easy to find, compared to only 62% of female participants. Within the explanations written by participants this was directly linked to the lived experiences they had at residence. For women, the main concern was the confusion with the emergency exit signage within MSB. Three participants indicated that there needs to be directional signs put into The Mount because the building’s current emergency sign system is hard to follow.

Isolation

In regards to isolation, both male and female participants alike agreed that generally the campus did not feel abandoned. In total, only 33% of males and 28% of females indicated that the campus feels and looks abandoned. This however was not the case when asked further questions in regard to the isolation on campus. 66% of males and 76% of females expressed they were either unsure or did not think that in danger there was a place close by to get help. This could possibly reflect the fact that only 22% of male participants and 4% of female participants indicated there are enough working telephones on campus. It could also reflect the fact that 44% of males and 59% of females indicated there are not different safe routes available for people to use that are well lit. Both male and female participants equally expressed that there were areas on campus where someone could block their paths.

Security

There was generally a very positive response to the current security on campus. Both male and female participants overwhelmingly expressed that the security officers were helpful and respectful. This section however did feature the most unsure responses by the participants. The only notable difference between genders was that only 54% of females indicated that there are security features on campus; whereas 89% of males indicated yes to the presence of security features on campus. This reflects the overall message of the results of the survey which was that many females expressed dissatisfaction with the current security features, devices, and procedures on campus. This dissatisfaction can be assumed to reflect that women are more likely to feel unsafe on campus compared to their male counterparts.

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Recommendations 1.1 Lighting a) Adding Lights

Efforts should be made to fix the dark areas of campus by putting in more lights in these areas. Participants identified various areas on campus that could use more streetlights, as well as others that could use smaller lamps. It is recommended that streetlights be placed in the following: the JBB, the path around the emergency pole, around the back of the Somers and Powers apartment buildings, Notre Dame Avenue, Martha Drive (the part that is located between NH and the PSC), along sidewalks, around crosswalks, behind Lane Hall (specifically on the side closest to The Mount), around Bishops Hall, Memorial Field, the back areas of the KMC, around The Mount (particularly the back), behind the Angus MacDonald Library and underneath the bleachers of the football field. Areas that could use smaller lamps, possibly in the form of ground lights, would be around the crosswalks. Having more lights at crosswalks would not only aid people in finding accessible routes, but it would also aid with concerns associated with traffic, making crosswalks more visible to drivers.

b) Turning Lights On All outdoor lights should be turned on and left on after dark. It was noticed throughout the walkabouts that some of the outdoor lights on campus are not actually turned on at night. For example, participants remarked that the lights in the parking lot to the Somers and Powers apartment buildings were not turned on at night.

c) Installing Brighter Light Bulbs It was suggested by the participants to work with the lights that are already in place by making them brighter. Participants noticed that many of the existing streetlights on campus are very dim. By making existing lights brighter, light will illuminate more of the dark spaces. This can be done through more thorough maintenance of the lighting system, ensuring the casings of the lights are clean and consistently checking that the bulbs are working to their greatest potential. Facilities Management or Security should have these checks incorporated into their regular schedule in a nightly or bi-nightly check up of the campus lighting system.

d) Communicating Who to Contact Facilities Management should have a website where campus community members can report damaged, dimmed, or missing lights. Furthermore, a

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telephone number for maintenance along with its website address should be affixed to each of the streetlights around campus to allow for campus community members to easily access support from maintenance services.

e) Improving/Implementing an Emergency Light and Sound System It is important that within a campus, there be an outdoor emergency lighting and sound system. At StFX, this could be created and implemented using examples from other universities. One group of participants noted that the lighting system at Ryerson University would be a useful model to implement. This system is similar to the blue emergency pole at StFX, except that when it is pushed lights pop out of the ground and an alarm sounds across campus, making all people on campus aware of the emergency situation.

f) Reducing Blockages around Lights There needs to be more frequent maintenance of the trees and bushes that are blocking lights. It is recommended that trees/bushes should be trimmed in the following areas: the entrances of Chillis and TNT Residences, behind Lane Hall, by the garbage cans of the Somers and Powers apartment buildings, along West Street, by the Student Union Building parking lot and around MacIsaac Residence.

1.2 Signs and Maps

a) There should be maps on campus in more locations that show someone where they are, as well as where the nearest location for help would be.

b) Emergency areas need to be more readily available on campus and the ones that are available need to be labeled more clearly. Participants gave the example that the emergency button and the security booth need clearer signage in order to make them easier to locate from all parts of campus.

c) There needs to be a road sign near MacIsaac Residence to warn drivers about the 90-degree turn.

d) All campus maps should have the phone numbers for Security and Facilities Management on them.

e) Maps of the campus and emergency routes need to be placed within all residences. Each of these should have the phone numbers for Security and Facilities Management on them. Many participants expressed concern specifically about The Mount, stating that the current situation of emergency routes, exits, and protocols are very confusing. They suggested that emergency routes, exits, and protocols within The Mount need to be more visible and easier

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to understand; further, there needs to be more signage as to where the actual emergency exits are.

f) Signs and maps around campus need to be lit up so that they are possible to read after dark.

1.3 Traffic

a) More crosswalks need to be placed around campus, in order to provide opportunities for campus community members to cross the road safely. Ideal areas for these crosswalks were indicated by participants as follows: along Notre Dame Avenue, beside Bishops Hall and Somers crossing the street towards the International House, between Gilmora and the Saint Ninian Cathedral, around Founders Walk, and between the football field and MacIsaac Residence. b) At the intersection of Notre Dame Avenue, Founders Walk, and Varsity Drive there should be a three-way stop to prevent confusion. This is especially important with the current construction in the area.

c) There needs to be a stop sign placed on the corner turn between Somers and Powers and the Oland Centre.

d) Bike paths need to be added to improve transportation. These paths should be added along all of the roads that lead to high traffic areas, such as residences and Nicholson Hall.

e) Bike racks should be added throughout campus, particularly in front of Schwartz and Morrison Hall.

1.4 Transportation

a) Drive U Drive U should have different start locations. This can be done by creating a stop route for Drive U around campus, so that before Drive U leaves campus it can pick up people from different locations.

Drive U should be made more accessible, in that the vehicle itself should be accessible to all physical abilities. Alterations should be made to the vehicle in order to make it wheelchair accessible.

Drive U needs to have longer hours. The current hours of Drive U are very limited: Sunday to Tuesday 8pm-12am, Wednesday to Thursday from 8pm-1:30am, and Friday to Saturday 9pm-1:30am. Drive U hours should alter based on the time of year, i.e. in the winter when the days are shorter and it gets darker sooner; the hours of Drive U should reflect that.

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Drive U drivers should have an emergency phone on them at all times.

Drive U should have more vehicles available at all times.

b) Vehicle traffic should be reduced on campus. This can be done through eliminating the majority of the parking spots within inner campus and having more parking spots available in outer campus areas.

c) More accessible parking needs to be made available on campus, for both bicycles and vehicles.

d) There should be a bus system that is wheelchair accessible that runs throughout Antigonish and county.

1.5 Isolation

a) There is a need for more emergency poles (also known as blue poles). One participant wrote: “A huge need for blue poles - what if your cell phone was dead at 2am and someone attacked you in an isolated spot?” These poles should be located in easily accessible locations around campus. b) The campus needs to have more unlocked doors at night for security reasons. The majority of areas on campus that would have access to a telephone are locked after dark or early in the evening. This should include places that are usually accessible to the public, such as the Coady, the churches and NH. Another option would be to have emergency telephones/emergency help buttons present on the outside of buildings on campus. That way at night if there is an emergency, students know they can go to the nearest building and get help immediately.

c) Resident Assistants (RAs) should have an emergency telephone/emergency help button present in their rooms. One should be installed on each floor; this way if students are having a problem in their room, there would be direct access from their rooms to that of their RA or the RA on duty.

1.6 Visibility a) Better indicators need to be placed around crosswalks. This will better let traffic know where the crosswalks are and ensure the safety of those who are crossing.

b) More lights should be put up around sharp corners on campus, to better allow campus community members to see around the corner.

c) The bushes beside the Angus MacDonald Library should either be cut down or better lit. They create a very dark and suspicious area at night that made the participants feel uncomfortable.

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d) Areas on campus where someone could hide and wait for people need to be better illuminated. And where this is not possible, such as the treed areas around campus, an alternate route needs to be made, easy to find, and well lit.

1.7 Maintenance

a) All parking lots at StFX need to be paved in order to make them equally accessible to everyone. This would also allow for more parking availability for people living with physical disabilities on campus.

b) Sidewalks on campus need to be maintained; some of them currently have large cracks in them and have made it so that they are impossible for people with differing physical abilities to use. Maintenance should regularly be checking the sidewalks and roadways to assure that they are still in sufficient working condition.

c) Potholes on campus should be filled and roadways should be more stringently maintained. For example, the large pothole on Notre Dame Avenue needs to be filled.

1.8 Accessibility

a) A sidewalk needs to be put in on the campus side of West Street. This sidewalk should be started from the crosswalk at West Street and Highland Road and go all the way down to the intersection of West Street and James Street. b) Accommodations need to be made by the university in order to allow all students access to all classes. Some students, due to differing physical abilities, have been forced to change their courses because of their inability to make it to the classroom. The responsibility of fixing this should be shifted from the student to the university, and the class should be relocated in order to accommodate. For example, students in wheelchairs are unable to take language classes within the university due to accessibility issues and where the classes are held. c) There needs to be shorter routes available for people living with physical disabilities to move around campus. Presently, the routes available disallow differing physical abilities the chance to move freely and comfortably around campus. Participants considered current available routes as unrealistic and inconvenient. These routes were not only found to be longer, but also more difficult to use in that they were primarily uphill. d) A curb cut is a ramp graded down from the top surface of a sidewalk to the surface of an adjoining street. They are used to make the transition better for those with differing physical abilities. At StFX, curb cuts need to be placed in more areas around campus, particularly around the new residences and Notre

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Dame Avenue. Also, the existing cuts need to be maintained and improved so that they are still doing their job. e) More consideration has to be taken in maintaining paths in the winter. Paths need to remain clear, specifically those paths that are meant to be accessible to everyone in the first place. f) A sidewalk needs to be added all the way down Notre Dame Avenue. This would allow for more accessibility, as well as make walking down Notre Dame Avenue safer with the high level of traffic.

1.9 Security

a) Student Security (i.e. X-Patrol) should have more people on patrol for longer periods of time. Currently, Student Security does not work all night, every night of the week. Also due to their shortage of staff, some participants highlighted issues they had with response times. Having more people on patrol would make response times faster in cases of emergency. b) Student Security should have more diverse training. Their training should encompass both physical and social aspects of violence and safety. c) During Frosh Week events, security needs to be more active. Participants recorded that during this time there are many intoxicated people on campus, which leads to a more unsafe environment.

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Recommendations for Future Walkabouts The survey given to participants had a section where feedback for the walkabout was given. An overwhelming majority expressed that the walkabout was “easy to understand”, “thought-provoking”, and “good for groups”. Not a single participant disagreed that the questions responded to safety concerns around campus and very few had suggestions on how to improve the walkabout. What was suggested for future walkabouts was that groups pick dates according to the weather. Some participants expressed being cold throughout the walk and felt that if the weather was better, they could concentrate more.

In general, the Student Team noticed that it was very difficult to get campus community members (especially those who were not students) to commit to two hours to participate in a walkabout. This could be because the walkabouts took place at busy times of the year. In the future, it is recommended that there be more time flexibility as to when the walkabouts can be done. The length of the walkabout is something that is very challenging; however, it would be difficult to make it shorter than it actually is.

As for the survey itself, the questions about police could be made clearer. From the participants’ mixed results in this section, it was evident that they had different meanings of what police meant. Had the question specifically said RCMP, it would have been easier for participants to decipher between the student security and the police force within Antigonish. Another aspect of the survey that could be considered in the future is the way that it possibly leads participants in considering certain solutions. For example, in the section about visibility participants were asked “should there be mirrors to help you see around”, this is then followed by “if YES where?” This leads participants to think only of mirrors as the solution and does not allow them to express any other ideas they may have to aid with visibility issues.

It is important to note that the Student Team is preparing a companion report based on Focus Groups that will uncover more nuanced social environment aspects that permit violence against women and gender-based violence to occur, i.e. dating violence and harassment. These are the forms of violence that are the most commonly encountered as compared to stranger assault.

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UnSilence the Violence Student Team Reflections UnSilence the Violence Student Team 2012-2013 consists of:

• Student Facilitators: Haily MacDonald, Tanya Mtetwa, and Bilha Ndomo. • Student Leaders: Susan Agobia, Josie Brewer, Alex Gass, Elizabeth Gunsinger,

Shawna Hines, Wan Li, Heather MacKean, Stephanie MacKinnon, Sean Robert MacLean, Katherine Murphy, Moira O’Neil, and Lauren Wilks.

The Student Team members reflected on their own learning from conducting the walkabouts. These reflections are below: “Our group was really lucky to have a great group of participants who were genuinely interested in safety issues on our campus. It was great to see that there were students who really wanted to help us.” - Moira “Giving an example and facilitating discussion [made] the participants more likely to speak up about their opinions.” - Shawna “Learning about how to manage and facilitate groups of people to get step-up and speak about a topic that doesn’t get brought to the surface often, it was worth it to get the experience… You never know what might need to be said to stimulate a conversation or stifle it.” - Alex

“Some of the things I learned while conducting the walkabouts were:

• The level of awareness; or a lack thereof that students and community members have about safety on campus;

• The level of authority participants gave to us as leaders and how accountable we were for keeping their information private etc.;

• This campus is small, but not as safe as we think; • Everyone has such valuable insight; • I also learned a lot about positive leadership.” - Josie

“What I learnt is that:

• Violence is a very touchy topic, but people can discuss it for hours; • People are diverse and their own experience is relevant; • People may really hide the truth – one-on-one discussions may be more

beneficial.” - Sean

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“Until you look for safety problems on campus you won’t understand the complexity of safety or notice the safety problems. The walkabouts started by asking questions most students don’t hear on campus and stimulated some interesting conversations… It was a very-thought provoking experience and I feel as if it gave a platform to some students to express themselves.” - Tanya “The walkabouts were SO informative. People are (thank God!) passionate about their safety, and given the opportunity will speak about their experiences and their needs – All you need to do is ask!” - Elizabeth “People who are not part of the group with disability do not understand accessibility issues on campus.” - Haily “Writing the report was very informative. Based on the information provided by the participants, learning how their issues were very similar and knowing that there is a need to address the issues.” - Bilha “I learned a lot about my campus, how my peers viewed our campus, as well as I learned about myself. I conducted a group of peers for the first time and I really impressed myself. I gained a lot of confidence.” - Katherine

“It was definitely beneficial to take time at the beginning to create a safe, positive, and open space – I think this encouraged more people to speak… It is difficult to not want to fill in the silent moments with your own thoughts, but fighting that urge and allowing silence to be brings out great points from the participants.” - Stephanie

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References and Resources For questions or concerns about this Project (Preventing Violence against Women at StFX), contact Project Coordinator, Annie Chau at 902-318-3300 or annie.awrc@bellaliant.com. You may also join us on Facebook at http://www.facebook.com/UnsilenceTheViolenceAtSTFX. Antigonish Women’s Resource Centre & Sexual Assault Services Association A feminist, community-based women’s organization www.antigonishwomenscentre.com/preventing-violence-against-women.htm Draw the Line A social media and bystander campaign that asks you what you would do if you witnessed an act of violence against women www.draw-the-line.ca Gender-Based Analysis Plus Status of Women Canada course on Gender-Based Analysis Plus www.swc-cfc.gc.ca Metropolitan Action Committee on Violence Against Women and Children A website to find lots of workshops and tools for education on violence prevention, like our walkabout kits www.metrac.org One Billion Rising StFX Response Video A response video to One Billion Rising, an international campaign to resist violence against women, featuring StFX students http://youtu.be/3_nyJJcYTl8 SAFER (Students Active For Ending Rape) Campuses An online resource and database for students who want to change campus policies and procedures regarding sexual violence www.safercampus.org Sexual Assault Awareness Week at StFX An awareness campaign during Homecoming 2012 of X-Men Football Players standing up against violence against women www.takethepledge.tumblr.com

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Appendix A: Walkabout Participant Survey About the WALKABOUT:

Name of Leaders (i.e. Student Team members conducting the walkabout):

Date and Start Time of Walkabout:

About YOU:

Age: (“X” one)

__ 0-15 years __ 16-24 years __ 25-44 years __ 45-60 years __ 60 plus

Gender: (Fill in blank)

______________

What is your position at StFX, if relevant? (“X” all)

__ Student __ Other, please specify: _______

__ Staff __ Faculty __ Visitor __ Admin

If you are a student, what year are you in? (Fill in blank)

______________ If you are a student, you are living… (“X” one)

__ On campus __ Off campus

What is your position in the community of Antigonish or outside StFX, if relevant? (“X” all)

__Community agency staff

__Police __Political representative

__Community member

__Other, please specify: _____________

Do you belong to any of these communities? (“X” all)

__Lesbian, Gay, Bi, Queer, Transgender & Transsexual __Person of colour

__Person living with disabilities __Other, please specify:______

__International __Aboriginal __Black

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Are there other identifying factors you would like to share (i.e. language, religion, ethnicity/race, and so on) or would you like to describe your answers above for clarification?

_______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Overview (Circle one letter grade for each section – A, B, C, D, or F)

SAFETY CONCERN GRADE General Impressions A B C D F Lighting A B C D F Signs and Maps A B C D F Traffic A B C D F Transportation A B C D F Isolation A B C D F Visibility A B C D F Maintenance A B C D F Accessibility A B C D F Security A B C D F Community + Personal Safety A B C D F General Impressions (Circle your answers) 1. I feel safe in this area. YES NO SOMETIMES 2. I feel safe in this area when I am alone. YES NO SOMETIMES 3. I feel safe leaving my home after dark. YES NO SOMETIMES 4. Do you avoid doing things on campus because you don’t feel safe? YES NO SOMETIMES 5. Why, or why not?

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

6. Are there any specific areas you feel unsafe. YES NO SOMETIMES 7. If YES or SOMETIMES, where?

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

Lighting 1. The lighting in the area is good. YES NO UNSURE 2. There are broken/out lights or areas that need more lights. YES NO UNSURE 3. If YES, where?

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

4. Do you know who to call if lights are broken/out? YES NO UNSURE 5. Are lights blocked by trees/bushes? YES NO UNSURE

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6. If YES, where? • ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

7. Paths and sidewalks are well lit. YES NO UNSURE 8. Signs and maps are well lit. YES NO UNSURE Signs and Maps 1. There are enough signs identifying the area (i.e. street names, building names, room numbers)? YES NO UNSURE 2. Signs and maps are easy to see and find. YES NO UNSURE 3. Signs and maps are easy to read and understand. YES NO UNSURE 4. There are signs that show where to go for help in emergencies. YES NO UNSURE 5. Emergency exits are easy to find in buildings. YES NO UNSURE 6. What signs need to be added and where?

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

Traffic 1. More crosswalks or stop signs need to be added in the area. YES NO UNSURE 2. If YES, where?

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

3. Traffic in the area is too fast. YES NO UNSURE 4. The area needs speed bumps or a lower speed limit. YES NO UNSURE 5. Should there be bike paths in the area? YES NO UNSURE 6. Where should bike paths be added?

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

Transportation 1. How do you get from one area to another on campus (i.e. walk, drive, taxi, Drive U, bike, and so on)?

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

2. How do you get from one area to another off campus or when leaving campus? • ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

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3. How can transportation be improved? • ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

Isolation (feeling alone in the area) 1. The area looks/feels abandoned. YES NO UNSURE 2. In the daytime, the area is full of people. YES NO UNSURE 3. In the night-time, the area is full of people. YES NO UNSURE 4. People could hear me if I was screaming for help in the area. YES NO UNSURE 5. There are enough working telephones in the area. YES NO UNSURE 6. There are different safe routes for people to use that are well lit. YES NO UNSURE 7. There are areas where someone could block my path (i.e. hidden doorways, tunnels, and so on). YES NO UNSURE 8. If I was in danger, there are places close by to go for help. YES NO UNSURE Visibility 1. I can clearly see ahead of me. YES NO UNSURE 2. Sharp corners and blind spots block my view. YES NO UNSURE 3. Walls or fences block my view. YES NO UNSURE 4. Trees or bushes block my view. YES NO UNSURE 5. Cars and other vehicles block my view. YES NO UNSURE 6. If YES to 2-5, where is visibility blocked and what would make it easier to see ahead?

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

7. I can see what is at the end of paths or walkways. YES NO UNSURE 8. Should there be mirrors to help you see around? YES NO UNSURE 9. If YES, where?

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

10. Are there places where someone could hide and wait for people? YES NO UNSURE 11. If YES, where?

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

Maintenance 1. The area is clean and maintained. YES NO UNSURE 2. There is a lot of garbage in the area. YES NO UNSURE 3. There is a lot of vandalism in the area. YES NO UNSURE 4. There are hate slogans in the area. (Hate slogans say hurtful things about people based on their race, religion, or other identity.) YES NO UNSURE 5. There are signs showing who to call for maintenance. YES NO UNSURE

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Accessibility 1. It is easy to move around the area if you are using a wheelchair and/or stroller. YES NO UNSURE 2. There are parking spots for people with disabilities. YES NO UNSURE 3. There are ramps to all buildings. YES NO UNSURE 4. Doorways to buildings are wide enough for people using wheelchairs and/or strollers. YES NO UNSURE 5. There are working elevators in buildings. YES NO UNSURE 6. There are automatic doors in buildings. YES NO UNSURE 7. Are signs large enough for those with visual impairments? YES NO UNSURE Security 1. There are working security and fire alarms in the area. YES NO UNSURE 2. There are security features in the area (i.e. cameras, mirrors, blue poles, and so on). YES NO UNSURE 3. There are security guards in the area. YES NO UNSURE 4. If YES, are the security guards helpful and respectful. YES NO UNSURE 5. Is this area patrolled by police? YES NO UNSURE 6. If YES, are the police helpful and respectful. YES NO UNSURE Community + Personal Safety 1. What services are AVAILABLE on campus? (“X” all) __ Housing __ Police __ Community Health Centre __ Community Centre __ Food Bank __ Youth Services __ Other, please state: ________________________________ 2. What services does campus NEED? (“X” all) __ Housing __ Police __ Community Health Centre __ Community Centre __ Food Bank __ Youth Services __ Other, please state: ________________________________ 3. Do you feel uncomfortable entering any of these spaces on campus? (“X” all) __ Community Centre __ Parks __ Stores/Shops __ Classrooms __ Dining Halls __ Fitness Facilities __ Study Lounges __ Residences __ Bars __ Library __ Other, please state: ________________________________ 4. Do you feel unsafe on campus? YES NO UNSURE 5. If YES, why? (“X” all) __ Racism __ Sexism __ Homophobia __ Partner Violence __ Gangs __ Weapon Violence __ Drugs __ Alcohol __ Police Harassment __ Major Events __ Other, please state: ________________________________

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6. What do you do to feel safe on campus? • ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

7. If you were harassed or faced an incident of violence, do you know where to get help? YES NO 8. If YES, where?

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

9. Have you heard or seen people being discriminated against on campus? YES NO UNSURE 10. If YES, why did they face discrimination? (“X” all) __ Age __ Gender Identity __ Sexual Orientation __ Disability __ Religious Beliefs __ Speaking with an accent __ Language __ Ethnicity/race __Economic Class __ Choices around sex __ Choices around alcohol or drug use __ Other, please state: ________________________________ 11. How is the on campus environment different or similar to the off campus Antigonish community?

• ______________________________________________________________________________ • ______________________________________________________________________________ • ______________________________________________________________________________

Other Comments: (Share any other safety concerns!) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Walkabout Feedback 1. What did you think about the Walkabout? (“X” all) __ Easy to understand __ Fun to do __ Thought-provoking __ Difficult to follow __ Too long __ Hard language __ Interesting __ Good detail __ Good for groups __ Other, please state: ________________________________

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2. Do you think the questions asked respond to safety concerns on campus? YES NO If NO, why? _____________________________________________________________________________________ _____________________________________________________________________________________ __________________________________________________________________________________________________________________________________________________________________________ 3. How was your experience being part of the Walkabout? (“X” all) __ Fun __ Worthwhile __ Hard __ A good learning experience __ Something I’d do again __ I wasn’t sure what to do __ Other, please state: ________________________________ 4. Do you have any suggestions on how to improve the Walkabout? YES NO If YES, what? _____________________________________________________________________________________ _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Appendix B: Walkabout Map

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Appendix C: Walkabout Action Plan Worksheet Name of Leaders:

Date and Start Time of Walkabout: (Please note if there is an event and what the event is.)

Weather:

With your Walkabout Participants, decide your top 4 priority safety concerns and ideas for change for the area you audited and write them in the table. Submit this to your Facilitator in digital form!

Top 4 Priority Concerns Location(s)? Ideas for improvement, action, and change

Additional notes/things to consider

Priority 1:

Priority 2:

Priority 3:

Priority 4:

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Appendix D: Pictures from the Walkabouts

Figure 1: This is a picture taken of an unpaved parking lot at StFX. This style of parking lot is not accessible to all community members and makes moving around campus more difficult. The puddles of water seen in the picture demonstrate the numerous potholes in this parking lot.

Figure 2: This is a picture between St. Ninian’s Cathedral and Gilmora Hall on Notre Dame Avenue. This is an example of where a crosswalk is needed on campus. It is also an example of where more curb is needed along the roadway.

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Figure 3: This is a photo of the corner of Martha’s Drive and Alumni Crescent. It illustrates some of the cracks and crevices present within the roadways at StFX. This makes accessibility more difficult for some community members, especially since there is no sidewalk on parts of Martha’s Drive.

Figure 4: This is a photo of how dark it can get at night between Nicholson Hall and the Physical Sciences Center.

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Figure 5: This is a picture of one of the potholes at StFX that need filling. This is a very obvious constraint to accessibility on campus.

Figure 6: This is a picture of one of the locked doors on campus after dark. This picture also shows another area on campus that is in need for some more lighting.

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Appendix E: Preventing Violence against Women at St. Francis Xavier University Preventing VAW at StFX is a Campus Community Project that engages young people to prevent violence against women. Background At StFX, as on many post-secondary campuses, the extent to which violence against women occurs and its impact on the student body remains largely hidden. Although some work has been done to document certain types of gendered violence, little has been done to assess the impact of this violence. Further, while some measures have been taken to raise awareness among the student body about gender-based violence, much more needs to be done to ensure that students have the support and safety services they need, that policies and procedures are in place to address violence when it happens, and that the whole university community is educated about how wider societal issues of gender impact institutional climate and individual constructions of gender and violence. Through this project, the Antigonish Women’s Resource Centre & Sexual Assault Services Association (AWRC & SASA) will work collaboratively with StFX students, faculty, staff, and administration, using an intersectional, gender-based approach, to make visible the many forms that gendered violence takes and the impact it has on diverse members of the student body. Key to the project will be the development and implementation of a comprehensive Campus Community Plan for addressing, reducing, and ultimately preventing gender-based violence at StFX. The development of the Campus Community Plan will involve collaboration among individuals and groups on campus, as well as consultation with community-based agencies. Campus Community Plan Objectives Through the Campus Community Plan, Preventing VAW at StFX aims to:

1) Better meet the support needs of survivors and the safety needs of the campus community, appreciating that those from marginalized populations are particularly vulnerable to violence.

2) Increase education and prevention of violence against women and gender-based violence among students, faculty, staff, and administration.

3) Improve, develop, and implement university policies and procedures addressing violence against women and gender-based violence that reflect intolerance to all forms of violence and the transparency and accountability of the administration to the wellbeing of the campus community.

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Engagement of Young People The development and implementation of the Campus Community Plan depends on the efforts and ideas of young people at StFX. This project is adaptable to the needs of students and offers many opportunities where students can take on leadership roles on campus and in the community, addressing the areas they believe are the most important to them to stop violence against women and gender-based violence. Through students engaging other students, the whole campus community can be mobilized to take action. Campus Community Partners Campus Community Partners represent diverse organizations and departments in the community and on campus. They include: StFX Partners

• Students’ Union • Health & Counselling • Safety & Security • Residence Life • Student Life • Human Rights & Equity • Women’s and Gender Studies • Nursing • StFX Varsity Football

Community Partners

• AWRC & SASA • Sexual Assault Nurse Examiner (SANE) Program • Naomi Society • RCMP

This project is funded by Status of Women Canada until July 2014. For more information about this project and/or how to get involved, contact: Annie Chau Project Coordinator Preventing Violence against Women at StFX Antigonish Women's Resource Centre & Sexual Assault Services Association 204 Kirk Place, 219 Main Street Antigonish, Nova Scotia, B2G 2C1 C: (902) 318-3300 E: annie.awrc@bellaliant.com