February 12, 2021

Webinar: Upgrading Your Compliance and Prevention Training with Get Inclusive

Webinar Presentation Slides>>

If you would like assistance in gaining access to any products listed within this webinar, please send us an email to hello@getinclusive.com.

Get Inclusive powers the online compliance and prevention training programs for over 200 colleges and universities.

This webinar is designed for existing AND prospective partners who are interested in learning more about the new products and innovations available to you from Get Inclusive.

Join our Product and Leadership teams as we explore the following topics (and answer your questions):

-Our latest student and employee training courses,

-Major platform improvements,

-New custom features and integrations,

-EVERFI/Vector data migration mapping;

-New partners and team members;

-Current 2021 product roadmap;

-Promotions and Beta opportunities for new and existing partners.

Additional Background:

Get Inclusive delivers online compliance and prevention training courses to over 200 colleges and universities. These include large systems, state institutions, small privates and community colleges.

We build courses designed to meet and exceed state, federal, NCAA and other training mandates.

We build courses for student, faculty and staff populations. We also deliver population specific versions for community colleges, grad students, student athletes, and religious institutions.

We cover primary and on-going training topics including mental health, sexual assault prevention, DE&I, anti-harassment, AOD, ADA, FERPA, and others.

Get Inclusive products can be broken into six primary categories:

  • Instructional Design and Research: The courses we build, how we build them, and the end user experience.
  • Compliance: The mandates we address, and how we monitor and adapt to new mandates.
  • Delivery: How we enable the efficient delivery and completion of online training courses across both student and employee populations.
  • Configuration: How we enable the personalization of courses and platform to meet the unique needs of our partners.
  • Integration: How we connect our courses and technology to your existing systems to increase participation, decrease support tickets, and improve outcomes.
  • Data and Impact: How we capture data and deliver insights to help improve outcomes.


October 30, 2020

An Update on the Executive Order, and New DE&I Training Considerations for 2021

Do you have questions about how to approach diversity, equity & inclusion training in light of the new Executive Order?

Watch this 60-minute on-demand presentation and Q&A as we do a deep dive into Executive Order 13950, recent guidance from OFCCP and recommendations on how to approach DE&I training should the EO hold *and* in the case that it's repealed.

Featured Experts: 

-Dawn Siler-Nixon, Partner, FordHarrison

-Dr. Carmen Poole, Director of Content, Get Inclusive

Webinar Agenda: 

-Overview of Executive Order 

-Recent Updates: What Have We Learned?

-Implications and Risks for Higher Ed Institutions 

-Live Q&A

-How Will Get Inclusive's New DE&I Course Address Executive Order?

-Get Inclusive Announces DE&I Training Beta Program

Webinar Resources: 

Slides presented by Dawn Siler-Nixon on Executive Order summary. Click here

Slides presented by Dr. Carmen Poole on Get Inclusive’s approach to DE&I training. Click here

Executive Order 1395. Click here

Executive Order FAQ published by OFCCP. Click here

Trump's Diversity Training Ban Draws NAACP Legal Challenge. Click here.

Presenter Contact: 

Dawn Siles-Nixon, Diversity & Inclusion Partner, FordHarrison

Email: DSiler-Nixon@fordharrison.com

Phone: (813) 261-7834

Webinar Transcript: To be uploaded soon…. 

Have questions about this webinar or Get Inclusive? 

Email us: hello@getinclusive.com

October 23, 2020

On-Demand Webinar: Student Stress & Mental Health in the Time of COVID

During this on-demand webinar, Dr. Victor Schwartz:

  • Answers Live Questions from Higher Ed institutions about better supporting students during COVID;
  • Reviews the difference between stress in response to the real-life challenges of the COVID pandemic and diagnosable psychopathology;
  • Explores how Higher Ed institutions can help students navigate stress and mental health during COVID;
  • Shares resources. 

Webinar Notes: 

Dr. Schwartz shared several resources during the webinar. The following are links to these resources.

Healthy Minds Network Survey on COVID impact on students: https://healthymindsnetwork.org/wp-content/uploads/2020/07/Healthy_Minds_NCHA_COVID_Survey_Report_FINAL.pdf

Center for Collegiate Mental Health: https://ccmh.psu.edu/

Teens Did Surprisingly Well in Quarantine, by Dr. Jean Twenge:


Collaborative Care Models and the State of Child Psychiatry


Thinking Clearly During COVID-19: Thoughts on Fear, Stress, and Mental Illness


Website and resources for Dr. Schwartz: https://www.mindstrategies.com/

Webinar Transcript:

My name is Preston Clark president here at Get Inclusive. I'm here today with Dr. Victor Schwartz. Who's going to be leading the presentation. I'm just here to moderate and make sure that the wheels stay on the car. If you're having any audio issues or any visual issues or otherwise you can let me know, you should see a Chatbox and a Question box that you're welcome to use. We'll get started right about the top of the hour, and I'll go through sort of the blocking and tackling of the event. It is recorded and we'll send it out. And all the things that you would expect on a webinar, and then I'll get out of the way and let Victor present.

Thanks, Preston

Yes, thank you. Okay, it is top of the hour, 1:00 PM Eastern and 10 Pacific. Thanks everyone for joining, again my name is Preston Clark, I'm the president here at Get Inclusive. We are an online prevention and compliance training company. And from time to time, we get these opportunities to host experts in the field that tend to be adjacent to training content that we present or that we deliver to Higher Ed. So, it's a very timely subject talking about Student Stress and Mental Health in the Time of COVID.

I think we have just about the best person out there presenting with us today, Dr. Victor Schwartz who most recently was the Chief Medical Officer in the JED Foundation, and now is struck out on his own, which I want to give you an opportunity to tell us about today, Victor. Quick blocking tackling, this will run an hour. Please ask questions. I'm sure everyone is familiar with Zoom. But ask questions, I will be looking at those and we will reserve 15 minutes at the end to do a formal Q&A. But if you ask questions about a poignant issue that Victor brings up, I will interject those and then we can have this as conversational style as possible.

The recording will be sent later today. So, I promise you'll get a recording with Zoom. It takes a couple of hours post-webinar for it to process. And so, we just need the time to get it online and then we'll email it out. No slides today. So, other than these slides right now, Victor is going to be speaking lecture style. So and Q&A style. So please ask questions. There's a post-webinar survey that is not a post-webinar survey. So I wanna take three seconds on this. So, if you have to leave and a survey pops up, the survey is for Get Inclusive's 2021 Title IX Vendor Study.

So every year we put out a vendor guide of all of the organizations from us Get Inclusive to EVERFI to Vector Solutions to others. And part of the job is to do a survey of what you like, what you don't like, what you value, what you don't value, what you use the most. And we republish that anonymously as a part of the study. So, if that doesn't relate in any way, shape or form to your work, feel free to disregard the survey. But since it does pop up automatically upon completion or departure from the webinar, I just want to make sure you know about it.

And if you have any questions for us, either about the webinar or if somehow you leave early and you're like, "Hey, I didn't get "Victor's contact information," whatever it is, hello@getinclusive is the best way to reach us. Dr. Victor Schwartz, we really, really appreciate you being with us here today. Before we get started and sort of as a segue and to me stepping back and letting you run the show here, we'd love for you to tell us about the news that you've gone out on your own. I know you were with JED Foundation for many, many years as Chief Medical Officer, but would love to hear about what you're doing and your perspectives that you're bringing to this presentation today before we get started.

Sure, thanks, Preston. And it's a pleasure being here with all of you today. So the quick version of my history is I'm now a 30 years into working in Mental Health and Suicide Prevention in Higher Education. I've been a clinical director of counseling service. I've been a founder and director of the counseling services. And strangely enough for a psychiatrist for seven years was the Dean of Students at a university. I think maybe the only one in the country, but, you know, I can't promise that, but the only one I've run into so far, which was a really kind of interesting and eyeopening experience and gave me a tremendous appreciation for the kind of public health community health model, which is so important in settings like colleges and universities.

I was the Chief Medical Officer and Medical Director at the JED Foundation, which many of you are probably aware is a Suicide Prevention and Mental Health Promotion organization that started with a very specific focus on Higher Ed, but has, you know, expanded over its 20 years into the teen and young adult Mental Health Promotion and Suicide Prevention space left. I guess over the summer, as I turned 65, had a late mid-life crisis and decided that it would be nice to be my own boss and not be an employee anymore. And have decided to kind of prioritize the more interesting and gratifying pieces of the work I've been doing for the last eight years or so.

Working at advising colleges, advising universities, working with youth facing organizations. I've had the honor of being a Mental Health Advisor to the NBA for the last couple of years, which probably came through some work I did with the NCAA and have worked with a number of media projects over the years. Was very involved in the mental health response to "13 Reasons Why" several years ago, I think I was never in the media more than in the six weeks after the release of "13 Reasons Why", which was as many of you probably remember was somewhat controversial because of its messaging problems around suicide prevention. So I've worked in a number of different facets of Suicide Prevention and Mental Health Promotion in this you know, youth and young adult space.

That's great, so you are the right person to be with us here today. And with that, I'm going to stop sharing my screen. I'm gonna go on nonvideo mode. So the screen can be all yours, but I'll be here in the background moderating questions as they come in. And I may interject time from time to time as we go through this today.

Okay, sounds good. Thanks, Preston, and you know, the first thing I want to say to everyone, you know, I appreciate you taking the time to be here and I'm going to warn you from the outset that what we're all facing now is something in which there is no expertise. So, you know what I'm saying, these are novel circumstances, the confluence of COVID the political and social upheavals of the last number of months. And the level of uncertainty I think, has presented us with challenges that are kind of unique.

Although I'm going to argue, you know, there've been other times where there've been very challenging things going on, and what I'd like to do is first really present a kind of perspective, a way of thinking about the mental health ramifications and how we can understand, and actually talk about what many of us are experiencing currently and also why it matters. Also talk about what are some of the psychological stresses and challenges that young people are experiencing. And in fact, that all of us are experiencing in different ways. What are some of the practical ramifications of these things for college and university students? What little we know about what's happening to them on the emotional and mental health front, and, you know, couple of comments about just how we can think about helping them and, you know, what we can do both for ourselves and for the people around us, and the students that at least many of us are working with and are responsible for. And again, there's no magic bullet here.

I mean, obviously, in terms of COVID, you know, definitive treatments and vaccines would make a tremendous difference, but, you know, obviously in terms of what we're talking about in the impact on the uncertainties around Higher Ed and some of the challenges that flow from that there's no real rule book or guidebook for this. And we're all, I think just making our best guesses based on our experience and the knowledge that we have, and that we've accumulated over the years. So to just start with a little bit of a historical note in 1918, I guess, maybe not completely by accident, there was a worldwide flu pandemic, and it was in the midst of World War I. At that time, actually a Sigmund Freud wrote a very important paper called "Mourning and Melancholia".

And, the point of his paper was actually an attempt to really come up with an understanding of what's the difference between mourning, which is a kind of taken to be a normal, natural human process that responds to, you know, significant loss versus melancholia, which was the term used at the time for what we now call clinical depression or major depression. And it's not so much important to go into the details of what he argued. But I think the important point that was the basis of posing this question is that mourning and depression phenomenologically, that the symptoms of them are the manifestations of mourning and depression are almost indistinguishable from each other. So one of them though, we don't consider to be a pathological process, the other we do. And I think this is important because I've been concerned since the beginning of COVID, that there's been a tremendous amount of coverage in the media, both in general.

And you know, some of the stuff that's been done and written about Higher Ed and college students that I think has unhelpfully muddied and confused these ideas. And I'm going to give you one example to hopefully explain what I'm talking about. What I'd like to suggest is that as you know, as a world, as a country, and certainly particularly areas where now COVID has become fairly widespread across the country, we're all experiencing a completely reasonable, increased stress level, which is totally rational, which is non-pathological and makes perfect sense. And in fact, if people are not stressed under these circumstances, you actually need to wonder a little bit about what's going on with them. And, the analogy I'd like to use is from a physical stress.

So think about a person who's carrying a load of heavy bags, and you know, it's a hot day, it's cooling off at least here in New York, but you're carrying these bags and you know, what's happening as you walk along is your pulse rate goes up, your body temperature goes up, your blood pressure is probably going up. You're starting to sweat. You're actually manifesting a lot of things, which under somewhat different circumstances if I were just sitting at my desk and speaking, I would be concerned that maybe I have some kind of illness, but in fact, in the process of carrying those bags, what I'm experiencing is a perfectly natural physiological response to the stress of carrying heavy stuff, you know, for some distance.

Now to take the analogy a little bit further, it is possible that that stress could precipitate a physical illness. If I have arthritis, it could, you know, act up, if I have a lung or heart problem and actually could precipitate an incident, or whether I have those things or a vulnerability to those things, it could precipitate an illness, but in and of itself, the things we're seeing with that, you know, bag carrier is I'm carrying, these bags of groceries up the street, that's not an illness. And I would argue that what we're experiencing now emotionally is akin to the bag carrier that the differences that in this circumstance, we don't know how far it is to get home with those bags. And that, you know, certainly adds to the strain. It also doesn't mean I wouldn't appreciate someone coming along and either offering me a ride or offering help with the bags. So again, to take the analogy further, I don't necessarily need to have an illness or a pathological event in order to be, you know, benefit from some kind of help or support.

What's the point of this and what's the difference? Why does it matter? Well, I think there are a couple of things at play here. And if you now go back and look at some of the surveys that have been done both in general and with college students, you'll see that they pose the question in a very curious way. Very often the survey will ask has COVID had a deleterious impact on your mental health? And, you know, very often the people say, "Well, I certainly feel worse than I did, you know, before COVID," so sure it's had a deleterious effect on my mental health, but it's the wrong question. You know, if you think about what I've been saying, the question should be, do you feel worse on the basis of what's been going on? Has this been an emotional strain? Has your sleep been impacted?

As you know, is it harder to concentrate after sitting on Zoom for long periods of time? Are you worried about family members or your own health, or, you know, are you worried about losing a job or having a family member? Those are all perfectly reasonable things. And because the question is asked in terms of, is it, you know, having a deleterious impact on your mental health, then the news picks these things up and says, "Oh, COVID is causing this mental health crisis." Now COVID is making people more vulnerable to, again, come back to my analogy that if you have a propensity or a vulnerability to a mental health problem, it's certainly stress is adding to the challenge and adding to the risk and adding to the danger. It could also be causing problems that are making it difficult to function. So if you're not sleeping as people, again, going back to the original example, people who are mourning often have trouble sleeping, have trouble concentrating.

All of those things are things that clearly we might be seeing to label those things as mental illness, I think does people a disservice, first of all, it's just confusing categories. So it's unhelpful to call these things mental illness when it doesn't really make sense to do so. The other thing is I think it just telling somebody that they are or will become mentally ill is just another source of stress. So in itself that's an unhelpful claim to be making because it's just giving people one more thing to worry about. And Lord knows there's enough to worry about.

And by virtue of doing that, it's actually, again, increasing the likelihood by adding to the stress that they actually might develop a significant problem. So you have this kind of, you know, it's almost a kind of circular process of by telling people they're going to get ill. You actually are potentially increasing the risk that they might get ill because they're both anxious and we'll interpret what they're experiencing as a manifestation of illness, rather than as a manifestation of a response to perfectly reasonable circumstances that they're experiencing. So that's just the way I think it's helpful to think about these things.

What are the stresses that are being evoked? What are the challenges psychologically? And, you know, I just want to, again, touch on this quickly, but you know, these are real things. I mean, we have a kind of innate fear of illness and death. So obviously that's the simplest thing. And, you know, on top of that, given the circle of the unpredictability of this thing, you know, it's certainly early on, we didn't know a lot of the parameters of what increased or decreased risk. We are learning more from a kind of statistical population-wide basis, but still, you know, obviously there's much both uncertainty, confusion and misunderstanding, and you know, that's not helping people feel more confident about the decisions.

You know, everybody's constantly engaged in these kinds of risk benefit analysis of, you know, if I go out and do this, if I go to this store, eating outside with people versus, you know, eating inside, but with all the windows open, you know, everybody's become a risk assessors and actuaries, but we don't often feel like we have all the information we need. So that's clearly creating certain challenges. I mean, I think, again, as a society, some people have developed some degree of agoraphobia that we're going to need to, you know, really address as things open up more. Unfortunately, we're also seeing somewhat used to in the old days, be called counter phobic behaviors and thinking where, you know, people are saying, "There's no risk."

And you know, this is all, you know, this is all made up, so we won't get into that. But one of the other things that has been a challenge and I think is something that's really crucially important for people in Higher Ed and Higher Ed Administration to be thinking about is the extent to which in the last 10 months or so, the faith and leadership and the reliability of leadership has been shaken. I'm going to try in this, you know, week and a half before the election, not to get political, but I think you know, the sense that there's been a lack of progress, the fact that it's not clear now who, and when authorities can be trusted in ways that we hope would not have been the case under other circumstances, just to add to the stress and level of anxiety that I think people are having to live with now.

What's happening for students in Higher Ed? I mean, there are, we know that as school's almost all closed in the spring and have now opened or partially opened, or, you know, open virtually, I guess you can go to the Chronicle of Higher Education, or I think it's them who keep, or maybe it's inside Higher Ed. One of those two has a kind of a daily update of what sorts of models and how many institutions are using which model. And of course these things have been shifted, which just adds to the sense of, you know, sort of unpredictability and uncertainty. Another challenge, both for students and administrators.

So we know, and you can find a good bit of data for those of you who aren't familiar, be really useful to look up the Hope Center out of Temple University that is run by Sara Goldrick-Rab who's, you know, over the last couple of years, gotten quite a bit of press because she's really the first person I think, who has kind of been able to publicly demonstrate the extent to which our college and Higher Ed students struggle with food insecurity, with housing insecurity. I mean, obviously finances, even, you know, proximate to that, even before you get to the extremes of people who are, you know, living from place to place and are not sure where they're going to get food from, but finances in general are a major challenge to many, many students in Higher Education. And of course, you know, virtual learning has been something that faculty in universities and colleges have had to sort of figure out on the fly.

I mean, we've all been flying the plane while it's being built. You know, for many faculty, this isn't, you know, many don't love technology. It's hard enough lecturing live to a group of students, but, you know, it's certainly much harder, to do this things like simply exam security have become way, way more complicated. And, you know, and the lack of equity and people's resources have been a source of major challenge. And of course, as always the students on the lower end of the socioeconomic spectrum are placed in the position, of usually having more obstacles and impediments to either places to do their work, to Wi-Fi access, to computer access, to, you know, all of the above are challenges which have just made shifting to online learning that much more difficult.

So, you know, clearly there are these very, very serious practical challenges that both students and, you know, in faculty and administrators are having to contend with while figuring out how to keep budgets intact, which, you know, has clearly been a challenge. I mean, there's no doubt that at a time where there's never been as much of a demand for counseling services, for support services, the schools by and large are having their budgets hammered and have fewer resources to, you know, provide those kinds ends of things. So what do we know about how students are responding to the situation with COVID and one of the best recent surveys that's done, although again, they use some language that I wasn't thrilled with, but, you know, putting that aside, the healthy mind study out of, well, it used to be out of University of Michigan, all of the people involved in that have dispersed to other places.

But if you look up the healthy minds network and Preston is going to, I think, put the link on the site, they together with the American College Health Association did a good survey, Active Minds also did a survey, but I'm gonna focus, I think the Healthy Minds and ACHA joint survey was a bit larger population. And, you know, the results of it were quite mixed and not as bleak and disturbing completely as we might've expected. You know, and you have to wonder sometimes when some of these surveys are done, there are often perceptions that students report, which are inconsistent with their personal experiences. So one of the things, 50% of the students said that they had some degree of difficulty accessing mental health services. Although there's no question that 50% of them didn't access mental health services in a more recent survey suggests that the use of mental health service, I think this was at Penn State, this was out of the Center for Collegiate Mental Health, that Ben Locke runs that said that there had been something like a 30% drop of usage of counseling services.

Sorry Preston, I didn't mention that one to you before, but Center for Collegiate Mental Health is easily trackable down but so many students say they had trouble accessing it, but, you know, it's not clear that all of those students actually tried, or they just assumed it would be more difficult. And, the actual reports about emotional health are kind of curious, because, you know, on the one hand students in the healthy minds segment of the study, there was a slight increase in reports of depressive symptoms. So this was based on a screening tool called the PHQ-9. There was actually curiously, a reported decrease, and these are compared to the fall of 2019 data that they had. So this is fall 2019 to March versus March to May, 2020 suicidal ideation in the Healthy Minds data actually went down slightly among the students that did the survey anxiety reports were flat. Flourishing, went down at one point from 38% to 37%. The interesting, but not so surprising finding that came out of both the ACHA's data and the Healthy Minds data was the dramatic drop in substance use, which if you think about it, given a significant number of students shifting to living at home, a drop in substance use illicit substance use went from 26% to 21%. And binging was dramatically, dramatically down.

Binge drinking went from 38% in the fall to 24% in the COVID period. So, you know, again, the numbers speak to some levels of stress, but, you know, maybe not as dire, as people would have imagined the ACHA study curiously, their assessment of suicide risk went up slightly, but by the same token, the responses around serious psychological distress went down slightly. Interestingly resilience went up. So students self-reports of their own resilience were seem to improve in the face of the challenges of COVID. And that's an important point I want to file away and come back to and loneliness reports went down. So, and that's actually consistent I think Preston will put up just last week. There was an article in the Atlantic by Jean Twenge who's a well-known psychologist written about narcissism and the use of social media and teens, and at least in teenagers. So this is a little younger than our standard population, but she said that this survey that she did in the spring time among teens suggested that in fact, for many of them, their mental health seem to improve, spending more time with families. Although, you know, many of us comically have thought about, you know, all of the dire, potential consequences of family spending too much time with each other. And, you know, clearly there's real risk here, and there can be real concerns under the wrong circumstances, but by and large, for the larger segment of the population, it seems that kids were getting more sleep.

They were using social media in a seemingly more, more productive and healthy ways. And it seemed like spending time with their families actually turned out to be, you know, benign or actively beneficial for many young people. So I think it really, again, adds some perspective to the dire predictions about the, you know, the crisis that was going to unfold in the disaster, which I'll remind you, you know, in a cynical way, was being used by some to argue for the premature opening of schools, that there were these arguments being made that the, you know, the mental health and suicide risk consequences of COVID were so dramatic that we needed, you know, come hell or high water to reopen schools as aggressively and broadly as possible. And, at least the data we're seeing, you know, in the shortish word, I mean, we don't know what will happen. And I have concerns that, you know, as things persist too long or even worse in areas where there is improvement and then a backsliding significantly that people will find then, including kids extremely discouraging. But, you know, it's also discouraging to have your teachers get sick or your, you know, your grandparents get sick or die if you're in fourth grade.

So again, we need to not jump to conclusions about what the mental health consequences of COVID are. And I think this is important, you know, in terms of the way we do talk about this too, because you know, it's obviously a very challenging time. And, you know, for people who've tragically lost a family members or been sick themselves, or for people who've lost jobs and really been put in difficult economic circumstances, these are really terrible times, but for large segments, of the population people remarkably, and this, you know, I thought if this had happened 20 years ago before the age of Zoom and so much capacity to do things virtually the economic, educational and personal consequences of COVID would have been way, way more dire, but it's been remarkable to see how, you know, how colleges and businesses and other kinds of activities have successfully pivoted to being largely virtual. You know, hopefully it won't be continuing forever, but we've realized we can provide a lot of mental health care virtually, and it's maybe not 100% is good, but it's pretty good. So when you know, let's go back to our bag carrier, when should people be getting help? You know, when do you think about it, if we're sort of backing away from this primary focus on what's pathological, how do you decide when the bags are too heavy? And, you know, that's really a way to think about it. What you can do and this is a little bit challenging under the circumstances since the foundation is so inconsistent.

But what I like to tell people is look for change. You know, if your students, if your kids, if your own function is dramatically different from what it usually is, that certainly could be a sign of a problem, look for persistence of the problem. So if you have, you know, one or two sleepless nights, but then, you know, can get a decent night's sleep or you know, find your concentration is off one day, but, you know, you're able to get some stuff done the next day. That's probably, you know, you're managing those bags okay. But if you're really can't catch your breath and simply can't lift them off the ground and can't hold them to beat the daylights out of this analogy, I'm sorry for that. Then, you know, you should think about then finding a therapist, getting some help and, you know, learning about what resources are available for you for, you know, the college based community. I mean, you know, what resources are there, what are the student services that are available to support students, know how to access your counseling service, make sure you know, what model they're using in order to help support, the students that are, you know, on your watch, but there are simple things you can do, obviously self care is important in this context.

So making sure that you are trying to get decent nutrition, you know, as in a safer way as you possibly can getting exercise, trying to maintain sleep are all things that make a difference, any sort of mindfulness practices, hobbies, anything that makes you feel calmer or better, or you know, makes the people around you or the people who you're responsible for feel calmer or better are all fine. You know, as long as they don't involve doing things that are dangerous or illegal. So, you know, think about how to feel better. Certainly trying to find balance in this situation has been, I think, a challenge for many, many people, you know, figuring out how to balance screen time and time with family and friends and other people in ways that are safe and time alone, people have had to sort of rebalance those things in ways that they, you know, haven't had to when circumstances were normal. I think, you know, I alluded before to the fact that there've been difficult times. I mean, it's not an accident. I think that Freud was writing about what he was during the flu pandemic when mourning, you know, was such a prominent issue.

And I've in a number of these talks also sort of wondered about the extent to which if you go back, I mean, Franz Kafka was writing. Most of his major works in the 1920s, you know, after World War I and the flu pandemic. And I think that period of time left many people, I mean, it's one sort of existential philosophy was burgeoning and World War I was I think, an internationally transformative event. So thinking about, you know, how these things have challenged society, how we're facing the challenges of society currently, but also recognizing that there have been hard times before and helping people keep perspective that there are, you know, people there, I mean, there are people who are now living in places that are at war and, you know, many people who continue to be refugees and, you know, have homelessness and in all of the challenges that we experienced. So I think it's helpful to help our kids and the students around us recognize, you know, take a broader perspective of things and keep some perspective that, you know, people have risen to challenges and it doesn't mean it's easy or, you know, or enjoyable, or that we would wish this on anybody, but it is an opportunity for people to learn, you know, resilience and problem solving.

And I think as either parents or teachers or administrators, we have an opportunity to actually show our kids and our students, the value of, you know, to facing challenges, confronting challenges. I'm going to just mention, again, the comment, the notice that, you know, many students are themselves saying they're more resilient as a result of facing this. I think many young people that in many of our schools, while, you know, many have faced all kinds of challenges from immigration to homelessness, to all sorts of financial challenges, many have also grown up very much on the other side of the coin and have many, many things that have been taken care of for them and facilitated for them. And, you know, it's useful for young people to recognize that there are things we can control and it turns out there are certain things, even with it, you know, all the resources in the world, certain things cannot be controlled. And it's an important realization to come to, even though it might be difficult in many ways. So--

Vic here.

Yeah, go ahead.

We have a question and I think it's timely.


It came in, but I think it's timely with the track you're down now. So let me read it to you.


And a lot of several folks have uploaded too. So let's jump to my question relates to concern that students, at least on my campus are seeking mental health resources less frequently than pre-COVID. Although the need is clearly there. How do we motivate students to engage with us despite our new circumstances, Zoomed out, concerned about being face-to-face, et cetera.

Yeah, so I was actually just about to get to what can campuses do. And I think this, you know, so the answer to this as a couple of the points I was going to make, I mean, it's really, really important for the campus leadership to be communicating in ways that acknowledge the, you know, the challenges while not calling this mental, you know, crisis and mental illness. But just saying that, you know, we have a kind of social crisis, which is leading to a tremendous amount of stress. And, you know, so if campus leaders, if presidents and provosts and senior student affairs, people are communicating with students in a way that is acknowledging how challenging this is. And reminding students regularly that, you know, I'm getting help. I'm talking to people who are in my corner and supportive to me and we provide those resources here and here's how you access them. So it's really important to be communicating clearly and communicating honestly.

And I think connecting with students in a way that expresses the honest reality, that we're all sort of floundering here a little bit and flailing around and trying to make our best assessments and our best predictions and best decisions about how to proceed in that. You know, we're all gonna try to work this out together. So I think communication and leadership and communication from leadership are really, really important on the communication front. One of the major challenges I think is balancing how much information do you give? You know, you want to, and this is something that we see unfortunately, commonly in postventions after a campus crisis, after a suicide or a fire or something like this, you want to share enough information to dispel anxiety and the rumor mill and the conspiracy theory mill, but not so much that you're overwhelming people with unnecessary details. So framing communications in a balanced way, you know, communicating in ways that are helpful and human and honest and, you know, convey connectedness, I think is really important. You need to be reminding people and that, you know, the student support services, ironically again, have never been more important and yet are very challenged. Excuse me, the other thing I'll say about, you know, the drop off in students using counseling services, it very well may also be the case that students living at home are simply using home-based resources.

So that if, you know, if a student is attending school across four States, it may not occur to them that their best choice is connecting to the counseling service. Although in many cases, the way to get seen at the counseling service may be briefer than it might be in your local area, unless you're already connected to resources. So we should acknowledge that some of this may not be, you know, may not be terrible. Schools also need to be as flexible as can be about, you know, providing services. There was a tremendous amount of confusion and anxiety about doing cross state counseling. So some schools were being very, very, I would even argue maybe overly cautious about it. You know, just as it's illegal to, or it may be a breach of, well, maybe problematic to provide care across state lines. Although most States in the federal government relaxed those restrictions during the first months of COVID, it's now a little bit more influx.

It's also unethical to abandon patients, you know, and you're putting yourself at some liability risk for abandoning patients. So if somebody has been engaged in treatment and doesn't have access to treatment in their home state, I would argue you're still on safer ground, continuing to see them. One of the challenges of cross state care is actually insurance payment and many of the insurers, again, you know, went along with the government and were increasingly flexible about that. Some have begun to shut that down a little bit. So, you know, be flexible about how you provide services, you know, communicate consistently, be honest and human with the students. And I think you'll be on pretty firm footing if you do those things. And, you know, we're all just kinda making this up as we go along, be ready. You know, this is the time where ever you always need three plans for everything. You know, you have to be ready to pivot quickly. And if something's not working, come up with something else. So with that, I'm going to stop. And I guess it's leaving us about 15 minutes or so hopefully that wasn't the only question that came up 11 times.

Yeah, so that's great. Dr. Schwartz, I think I'll say to everyone, please ask questions. We have time for it. One I'll sort of kick things off on my side with one and hopefully we have about 100 folks on, so please ask questions. It's relating to methods of surveying, or I don't know what the clinical terminology, I don't know if it's pulse checking, but what you would do in order to keep a close watch over your student population mechanisms to do that at scale structures, survey instruments that you've seen work effectively. How can a Dean of students or a provost or someone from the counseling department think about when someone says, how are we doing right when the president walks in or the board walks in and says, "Is everybody okay?" And you're looking out at 30,000 students. And you're like, "Probably not." What is the way to approach this? I know that's a big question, but I think it's one that we keep getting.

Yeah, I mean, so actually that question has two pieces to it, which aren't the same thing. You know, one is a lot of institutions and certainly now institutions need to gather information so that you can answer those questions when the provost or the president says, "How are we doing and how are the students doing?" And, you know, there are the surveys, actually the American College Health Association survey twice yearly and the Healthy Minds survey are both national excellent and detailed surveys, which give a ton of data. I mean, Healthy Minds is more mental health focused. And the American College Health Association is more focused, although it has a significant amount of mental health content. There's also content about, you know, substance use and health behavior, sexual behaviors and things like that. So those are great surveys. And, you know, they give a tremendous amount of useful information.

They are standardized, you know, obviously in the age of COVID, the standards are all different. I mean, you know, we don't know really what to make of these kinds of surveys under these circumstances, but they tend to get pretty good response rates and, you know, are clearly the kind of national standard in terms of, you know, sort of doing stuff. You know, the other piece of that question is how do we find out what students are in trouble so that we can, you know, get people into care or at least alert them to care if necessary, you know, I would argue, and I don't know exactly how to do this, but I would argue that we should be reminding faculty and anyone who has touch points with students now, mostly virtually, but you know, when it's happening, face-to-face as well, we should be reminding them to be sort of, to have mental health and the students' emotional state on their radar.

So in the world before COVID, I used to like to say that, you know, when I was a Dean of Students, one of the things we did was convened a meeting after every semester and looked at students whose GPA had dropped more than 0.5, as you know, among the undergraduate students at the university I was at, because, you know, our assumption and my assumption has always been that if somebody's academic performance is flagging, they probably haven't gotten more stupid between, you know, last semester and this semester, they haven't lost IQ points, unless, you know, maybe they had a head injury or something like that.

But, you know, in 99% of the time, there's something psycho-socially going on. So, you know, it's obviously way more challenging in the virtual world. I think faculty should, you know, beginning of classes, reminding students that they're there, that, you know, they'll have virtual office hours. If they're concerns to reach out, that here are support resources that, you know, the student support resources and counseling services should be included on syllabi and things like that. So, you know, we have to figure out how to be creative because students won't be going past a table. That's set up to do national depression screening day in the, you know, in the commons or the cafeteria, or, you know, out on the campus in the same way that they typically would be. So we have to figure out how to be doing more active outreach, how to be looking for, again, those changes and people who seem to not be really able to function at the level we have historically thought of them as being able to function.

We have more questions.

Okay, good.

Okay, I'm reading through these and I'll prioritize the best I can here. What are good, I mean combine two together. And then we have four total and you combine the first two, and then we can jump to the others. What are good surveys tools to assess wellness that could be provided to both students and faculty staff, free Wars, free resources as available part two or second different question, different person I teach for synchronous classes, 145 students. Might you offer a two question check-in that I could thoughtfully include in a survey monkey instrument, where I would be the only reader.

You know, so the second one's easier. Actually, I mean, I would actually invite students to answer the question, how are you doing? You know, and if you say on a scale of, you know, okay versus terrible. And the second question is, is there anything I can help you with that, you know, that you think would be productive now, of course, a faculty member might be terrified to open up that Pandora's box, but, you know, if you have the contact information for counseling service and you know, the basic support services on campus, you'll be doing a tremendous tremendously, you know, positive thing. And also again, the faculty now, given the circumstances of remote teaching, you're the ones who really have contact with students on a regular basis in the student affairs, you know, really can't, you know, connect to students as directly, unless they are involved in a particular activity or club or, you know, athletics or something like that. So well, so I'm seeing, so if it comes out as terrible, what do you suggest of that?

Well, you know, I think you need to make sure that you have the speed dial number for the Head of Counseling Service on your phone. And I'm only being partially facetious. I mean, there, I think every faculty member now really needs to be, I'm going to back, I think over the last 25 years for a variety of both good and bad reasons, we've made it more difficult for faculty to play this mentoring role that I think was more, and there were good reasons for that. I mean, clearly there are things that were handled terribly over the years and faculty need to be safe and protected, but I think there's a real loss that's come from that. And, you know, if there's a time where faculty can be helpful to their students, who often don't have other places to go, but you need to have done a little bit of homework and to at least know what the basic resources are on campus. And, you know, if something really seems dire, let people know about the national suicide prevention lifeline, and, you know, let really, let the counseling service director know that you have a student that you're very concerned about right away. You know, you shouldn't be sitting.

I used for many years to do trainings with RAs, and I would always quote that great philosopher, The Rock and, you know, remind them, they need to know their role, you know, so you can offer yourself out there as a supportive adult in the student's ecosystem, but obviously you also need to remind them there, you know, you can help connect them to resources, but it's not your role or your job to be, you know, stepping in as a therapist. But, you know, you're really faculty are in the best position in terms of screening tools that, you know, there are these wellness and flourishing screening tools. So it really depends on what you're looking for. Again, both the American College Health Association and Healthy Minds are student-facing studies. I don't know about like just general broad population studies that look at wellness writ large, you know, I'm sure there are some out there, but I don't, you know, I don't know what you would be comparing it to now. So it, it would be sort of challenging to know what to make of data that you would get from those kinds of things, you know, this kind of epidemiology in survey research. You need to check with somebody like Daniel Eisenberg who runs the healthy minds study. I think he's a little bit more of really an expert on what's the range of surveys and really understanding them under these very strange circumstances.

Dr. Schwartz, we will call this the speed round. We have--

I'll try to be brief.

It looks like six, and I'll make the promise to those in the pursuit of brevity, if Dr. Schwartz wants to go deeper, maybe he'll be so kind as to help us with some written responses that we can send out after. But let me jump through six and see if we can get through six in four minutes. What tips might you have for encouraging leadership provost, faculty to engage in the vulnerability of sharing their personal struggles. We're looking to create a culture shift on campus that promotes wellbeing, but it has been challenging to get folks on board who feel like that is not their role.

Yeah you know, listen, I would just argue with the last piece of that. Why isn't it that their role, I mean, education is more than just the imparting of facts. I think, you know, all of any provost to president would agree that there's a developmental aspect we're teaching people to think we're hoping our students actually learn to manage in the real world and being able to be aware of and discussing your feelings, your emotions, and your vulnerabilities, I think is an important part of being able to get along in the world. The inability to do that as we've seen only two clearly in the last number of years leads you into all kinds of terrible circumstances and jams. And I'll stop before I get myself into trouble.

Can we have Dr. Schwartz do another webinar? I'm sure there's more information that he wants to share. Yes, we'll figure that out. So good question.


I love the concept that we always need three plans for everything, for flexibility, as a clinical services director on a college campus, that is something we consistently do, but staff have a harder time with this flexibility and reporting, anxiety, anger, dread, and stress with so much unknown, as well as feel like the planning assumes doom. Are there any ideas supporting mental health providers with managing this?

Yeah, you know, I think part of it is the way you frame it. You know, it's certainly easier to at least have a partial plan set up ahead of time, then have to pivot on the fly in the face of a crisis. So, you know, it's worth discussing what is it, you know? Yes, it's more work to do it this way, but you know, doing something in a kind of orderly, somewhat planned way, even though it's difficult work is a whole lot better than responding in the midst of a crisis, you know, and having to figure it out while it's happening. But, you know, with everything we're doing now, I mean, things are so uncertain that we've all become, you know, sort of jazz improvisers. I mean, you know, you presumably know the chord changes of the song, but you always gotta be ready to pivot and somebody might just decide to change keys on you. And, you know, you've gotta be able to go with it. So, yeah, it's, I mean, acknowledging that this is challenging and scary is I think the best you can do, and it is, it's acknowledging, it's scary work, and really reminding everybody, we're all making this up as we go along, it's not like we're trying to do this to make your life difficult. We're actually trying to do it to make your life easier.

Okay, I'm gonna combine two questions. I'll apologize to Michelle and Mercy 'cause I made this may be an improper combination, but international students and students out of state, who've never engaged with the counseling services department before counseling services before and there's a desire to help them, but there's a geographic distance and maybe an unfamiliarity with local resources. So if we can combine that together in terms of dealing with disparate distributed student populations.

Yeah, I mean, the way I've been trying to suggest to people to think about this as using a kind of harm reduction model of, you know, would you rather, if a student is out of state, if a student is even out of the country, you know, it's reasonable to say, are there resources that you can reasonably access closer to home that would, you know, provide you with your needs basically well enough because it's still better to have the option of being able to see somebody face-to-face, if a question comes up, if a need comes up, but that said, if a person is really in trouble and has no other access, I think that would, you know, you could make the argument that constitutes an emergency. And those of us who've been in, you know, in private practice for many, many years, I mean, you have patients who travel and have a problem. They run out of medication or they have a crisis. Most of us would not hesitate to speak with them on the phone. And I think if, you know, if those are emergent, if COVID isn't an emergency, I don't know what is, right. So, and I just, I can't see the Department of Health when all of this is said and done. I can't see the Department of Health in Nebraska coming after someone in Massachusetts, because they spoke to a student who was, you know, having a hard time while they were home in Omaha. I just, I don't see the risk here as being really substantive. And I, you know, maybe I shouldn't be so glib about it, but I think there's risk and, you know, and sort of not taking care of the person who needs care as well.

Dr. Schwartz, thank you. We have a parting gift for those who are still on. We asked Dr. Schwartz a couple weeks ago, books that he recommends "The Stressed Years of Our Lives" was one, if you would like a copy of this book, we will mail one to you, or we'll send you a Kindle version or whatever your preference is. Send me an email, Preston@get inclusive.com and we will send you a copy. I'll give a quick plug before I do that. If you're on your way out right now, you are going to get a survey. That survey is only relevant to you. If you have a relationship to prevention in compliance, training and Higher Ed, if you don't feel free to disregard it, but it's an annual survey that we conduct when we generate a report that we send back out to everyone to help you better understand your options in for online training to deal with critical topics like Mental Health and Mental Well-being. We recently launched a course a couple of weeks ago that Dr. Schwartz helped us develop along with the folks at the JED Foundation. So I want to plug that quickly, Jeremy Beckman and Dr. Carmen Poole, were the authors of that. But Victor, Dr. Schwartz was critical in that I'll move through these slides only to say that if you'd like any information about this, let us know I'm going to pop up a quick poll because we have lots of campuses that have asked for it. And so I just want to make sure that that gets launched here. And then I will let everybody jump off and get back to whatever you have planned for today, which I'm sure is a lot. So that's up right now, Victor, Dr. Schwartz, we will send information in the follow-up email with the recording about how people can get in contact with you. It sounds like there may be some interest in doing another webinar, so I'll reach out to you.

Okay, sounds good.

Can you schedule for meeting? Hey, we know that this is a very difficult time for everybody. We really appreciate you taking some time out of your day to be with us and Dr. Schwartz, I can't thank you enough, this was an incredible presentation and I hope we get to do it again.

Thank you all, I had a great time. Thanks, stay well everybody.

August 7, 2020

Get Inclusive Course and Platform Updates: August, 2020 – Video

Get Inclusive is announcing three (3) significant upgrades to our Courses and Platform designed to address new challenges and expectations from our Higher Ed partner community. Keep reading for full details.

If you would like a demo of any of these upgrades, please email us to hello@getinclusive.com.

Get Inclusive to Launch New Mental Health Course

Watch this short and powerful sample from our new course (available for implementation September, 2020).

Download the outline of Get Inclusive's new Mental Health course. 

The biggest problem with mental illness isn’t mental illness. It’s is how we’ve learned to think about it. Fear, stigma, and shame are obstacles to help-seeking behavior. Fear, stigma, and shame are the legacy and symptoms of the silence, marginalization, and confusion about mental illness and the millions who live with them. By developing and reframing a better understanding about how we’ve come to think about mental illness, this learning experience prepares students to 1) take a proactive approach to mental health by noticing and acknowledging unhealthy habits and behaviors 2) ask for help when they need it, and 3) offer support and assistance to their peers whenever necessary.

Request a sneak peek demo of Get Inclusive's new Mental Health training course.

30 Campuses Adopt Get Inclusive's New COVID-19 Student and Employee Training 

Last month Get Inclusive announced the launch of our new COVID-19 student and employee training modules. We've now successfully implemented with over 30 campuses across the country. To learn more, request a demo here.

Watch this short sample from our new course:

  • Our COVID-19 online training modules are built to deliver students and employees up-to-date safety information and precautions, including hygiene, social distancing, and measures aimed at reducing disease transmission.
  • Our learning experience consists of a 10-12 minute interactive training experience that includes instructional videos & motion graphics, infographics, and scenario-based interactions.
  • The COVID-19 training modules can be heavily customized to meet both brand and content specific requirements of your institutions.
  • Institutional policies can be incorporated into the training and policy acknowledgment tracking is enabled.
  • Multiple policies can also be enabled where different campus populations have different policy requirements and risk profiles.
  • At the completion of the training, you and your learners will receive a certificate of completion and a copy of the policy acknowledgment.

COVID-19 Student and Employee Training


To learn more about our new COVID-19 training modules, please request a demo. Both modules can be ready for deployment within 5-business days.

Request a demo of Get Inclusive’s new COVID-19 training.

Get Inclusive Launches Private Label Integrations to Improve Learner Experience, Increase Participation

It's more important than ever to create online learning experiences that reflect your institution's unique brand, learning objectives and policies. It's also more important than ever that these learning experiences reach your students and employees as efficiently as possible.

With that in mind, Get Inclusive is launching a new Private Label Integration to create a fully customized and integrated learning experience for all of your prevention and compliance training courses.

Key Features and Benefits: 

  • Enhanced Email integration ensures all course assignments are delivered from your .EDU domain, and not from a third-party domain (e.g. getinclusive.com). Our partner institutions have experienced a 2X increase on average in first-week completion rates with this new feature.
  • Deep Branding on all course and UX elements. It's time to move beyond basic branding. With Deep Branding your students and employees see your institution (not Get Inclusive) in the training. This includes:
    • Branded Content for Learners
    • Branded User Interface, Menu-bar, Buttons
    • Custom Videos in modules, e.g. Intro video
    • Branded Interactive Elements Infographics
    • Brand Representations, e.g., Campus Photos.
    • Branded Completion Certificates
    • Branded Dashboard for Learners and Admins

To learn more about how to upgrade to Private Label, please request a demo. 


For any other inquiries, please email hello@getinclusive.com.

July 1, 2020

Webinar: COVID-19 Back to Campus Training Strategies


On Tuesday, June 30th, at 2PM ET, we hosted a Webinar and Live Q&A to discuss challenges and solutions surrounding back-to-campus COVID-19 training. We also heard insights from Nathan Harlan, Executive Director of Student Wellness at West Virginia University.

Topics discussed during the webinar include:
-Key considerations in developing a COVID-19 training plan
-How to fast-track training implementation
-General learning objectives
-Audience specific learning objectives
-Policy acknowledgement tracking
-Communication strategies

Ready for a demo of Get Inclusive's new COVID-19 Back-to-Campus training? Click here.

June 29, 2020

West Virginia University COVID-19 Back-to-Campus

Hear from our partners at West Virginia University on how they designed their COVID-19 back-to-campus program, and how Get Inclusive supported the initiative with our new COVID-19 student and employee modules.



June 17, 2020

New COVID-19 Back to Campus Training from Get Inclusive

Safely return to campus with COVID-19 compliance training.

  • Versions: Student, Employee
  • Duration: 10-12 Minutes
  • Policy Acknowledgement: Included
  • Customizations: Multi-policy versioning, video uploads.
  • Mobile Responsive: Yes

As your students and employees begin returning to campus, it is essential that we keep each other safe and comply with the guidance of global health experts.

In response to numerous requests for a return-to-campus training program, we’re excited to announce that Get Inclusive is launching COVID-19 Student and Employee training modules. These new modules are ready for assignment starting July 7th. 

COVID-19 Student and Employee Training

Key Features:

  • Our COVID-19 modules are built to deliver students and employees up-to-date safety information and precautions, including hygiene, social distancing, and measures aimed at reducing disease transmission.
  • Our learning experience consists of a 10-12 minute interactive training experience that includes instructional videos & motion graphics, infographics, and scenario-based interactions.
  • The COVID-19 training modules can be configured to include your custom videos and messages, as well as any written guidelines or information.
  • Institutional policies can be incorporated into the training and policy acknowledgment tracking is enabled.
  • Multiple policies can also be enabled where different campus populations have different policy requirements.
  • At the completion of the training, you and your learners will receive a certificate of completion and a copy of the policy acknowledgment.

To learn more about these new COVID-19 courses, please request a demo through the link below. Both modules can be ready for deployment within 5-business days.

Request a demo of Get Inclusive’s new COVID-19 training.

June 3, 2020

Webinar: How to Meet Title IX Training Requirements in 2020


Helpful Resources on Title IX Final Rule: 


We huddled with the team this morning, Get Inclusive and talked about some of the books that we're reading right now. And as always, for anyone on the webinar today that is interested in any of these books. Send me an email and I will send you a copy. I probably can't send four copies to everybody, but if one of these is of interest, you may have my e-mail already. But if not, it's preston@getinclusive.com.
The book on the left "Superior" is one of the best books I've read this year. For those that are familiar with Guns, Germs and Steel and sort of books of that sort, that really go look at historical context in depth. But it's through the lens of race and it just is just an incredible book. And I know that this is a time where all of us are trying to understand the complexity of issues that our society is facing. But we also want others in our family and in our communities to do so. That as well. And I've found that sharing books is one way, one small way to start in that direction. So if any of these books are of interest to you, send me an e-mail and I will send you a copy. And we will. let's jump in to today's presentation. How to meet Title IX requirements in 2020. My goodness, what a complex life we all are leading right now. There are lots of issues. We have day jobs. We have night jobs. We have weekend jobs. The new regs are complicated. Leslee Morris there's no one better from a tax than TNG to come in and spend some time with us on this topic. The rules of the road, please ask questions. There's a Q&A box you can up. You can upload questions that you see that have come in from others that will tell Leslie and I that those are of a higher priority. We will be recording and any resources that are discussed today will also be shared. We've also compiled quite a few resources that will be sending out after the webinar. The folks might find of interest. OK. This is the format we're going. We asked the pride, the what point of registration. We asked you to submit your questions. We received a lot. Those have been shared with Leslie ahead of time. I have Leslie. I have a slide for each one, so we'll try to keep continuity there. But if I miss one that you want to talk about, you can. This obviously the show is yours, so this can go.
How are we need to at the end of that time on the webinar today, many of your partners and know get inclusive already. And so you work with us. And so a lot of the questions that came in related to how our training is going to be adjusted or modified to meet the new regs. And so we're going to spend 20 minutes on that. For those of you who are not interested in that, that's what that's fine. You can job for those of you who would like to stay at May, even if you're not a partner with us, it may relate to how you're thinking about whatever solution you do have. So so it may be worth your while, but I'll let you know when that intermission comes and you can make a decision at that point in time. Leslee Morris really, really quickly here. Got it. We want to jump into the content. A senior associate with TNG and received her J.D. and mediation training from the University of Colorado School Law.
She was admitted to the Colorado Bar in 2000 and served as an associate of assets, the Office of the University Counsel at C.U. specializing in employment discrimination cases. Most recently, Leslie was Title IX Complaints and Grievances Coordinator for National University in San Diego, California. Leslie, welcome and thank you. My name is Preston Clark. I'm the president here at Get Inclusive. I am also an attorney. Far less of an expert than Leslie is in a previous life. I was assistant general counsel for the University of Miami and in a previous life I was also the president of Ever PHI. Have been in and around these topics and issues for a long time, wearing different hats across my career. Thank you all for being with us.
For those who don't know about Get Inclusive, we are an online Title IX training provider. Very different from a Texan TNG in that we we we focus on sexual assault, the timeline related topics for students and employees, whereas obviously a lot of what it takes in DNG do is focused on the development of Title IX coordinators and investigators. Let's jump into it. We don't have much time. Leslie, thank you again. I've ordered these in some way that I thought it was thematically coherent. Maybe I didn't do a good job. Let's jump into them. The first one is, can a small institution have wanted you to cater for both students and employees?
Thank you so much. I do just want to say thank you, Preston, for that, for what you said at the beginning of this. I'm not going to lie. I personally am having a very hard time focusing on things like this right now with all of the absolute injustices that are happening all over this country that I really appreciate you making the book recommendations and only read one of them. But I will read the others. And I really appreciate you sending that out at the beginning. So thank you.
You are going to miss me up because I reordered my questions based on themes, but I'll do my best. I went through all the well.
Well, I actually. Then let's let's do that. Leslie, how all try to catch up with you?
No, it's all right. Thank you. OK. OK.
I was a little bit so yes. You certainly could have one adjudicator for both your students and employees. One benefit of that would be consistency of decisions. One drawback of that would be that you do have to account for the unavailability of that adjudicator. You cannot have a delay based on the fact that that person is unavailable. So you want to make sure at least that you have a backup trained if that person is unavailable. I will also say just having been a solo adjudicator for many years, it's a lot for one person to do on their own. It's a lot of responsibility. So, yes, you could do it. But there are some caveats.
It's going to take me into a doozy around. Can I expect you to minimize. Yeah, sorry. That was quite a transition.
Oh, good. Can I explain it? No, I can't because it's very poorly written. But I will do my best. So this question. I love that someone's a close reader. Page twenty. Twenty five. Yes. Someone has read all of the pages of the regs and all of the preamble. So great.
So you probably know that the new regs require that for institutions of higher education, that a hearing occurs before there is a decision made on sexual harassment, domestic violence, dating violence, stalking cases, and that at that hearing, if one of the parties, OP's not to participate in the cross examination portion of the hearing, then any statement that they made cannot be considered. The current Office for Civil Rights and Betsi Davos has really leaned in to this idea that cross-examination gets to the truth of things. I don't know that I agree with it, but that's where they are. So that's where we are. I don't know exactly what this means. There's a weird sort of allowance for that. If a question is asked for or a panel member and the party chooses not to answer it, then the panel can still consider statements versus if that question is asked by an adviser. So one thing you might want to consider as you're structuring your what your cross-examination will look like at a hearing is if a question is posed on cross and the party chooses not to answer it.
Does the panel then one to answer that, ask that question themselves? Because then that seemingly would allow for consideration of the statements, which seems very bizarre. We need clarification from OCR on this point. It's really confusing. If this relates to the second part of that, that statement about cross examination, there's a second part that sort of says you can't draw any negative inferences from someone not participating in cross. And what they have in some of the commentary preceding the regs that really is meant that they don't want the hearing board to make a negative inference from there, that they're using neutral language. But the regs, the commentary makes clear their intent is that if a respondent chooses not to come to the hearing because they have a parallel criminal process going on, that the panel then doesn't sort of assume that they're guilty because they didn't come or responsible. So that I don't I'm not sure which of which of the things that pertains to you. But hopefully hopefully I answered most of it. Hopefully more clarity to come from OCR and the cross-examination. It's extremely confusing.
Great. Thank you for that. I'm also so we're going to move through the questions that were set prior to the webinar at registration the best we can. And I'm also monitoring the Q&A box to see if one to get uploaded and we can load those in as well. But we'll continue on with what's here. How can we Ferenz obviously valid timelike complaints from not being submitted due to the new guidelines.
So thank you for having submitted this question, because this is something that I'm extremely concerned about. I think this is likely the result and perhaps the intent of the regs is that, you know, there definitely will be some dissuasion from complainants or about. Previously we called reporting parties coming forward. I don't know that there's a lot that we can do about it.
There is this allowance in the regs that the Title nine can coordinator can step in and decide to such essentially be the person who initiates the grievance process by signing a formal complaint. So there is some allowance for situations for the Title nine coordinator if they're aware of something, to then look and sort of make an evaluation based on things like, you know, is there a weapon involved? Is there violence? Is this someone who we've had previous reports about before? There's an allowance for the Title nine coordinator to step in and sort of get that grievance process underway. But keeping people. But I think, you know, there is definitely a legitimate concern that people will not reach out for two to even consider the grievance process given this cross-examination requirement and how long the process is going to take. What we can do about that? I don't know. I mean, my my honest experience just working in higher ed since 2005 is have a robust become victim advocacy program. If your victim advocates know you as the as the people adjudicating the Title nine process, they may be able to sort of create situations where you can come in as an investigator or a title, not maybe not an investigator that might be not warranted, but as Title nine coordinator, go in and meet with someone and say, you know, we're not going to share names right now.
We're not going to talk about the allegations in depth. But I can tell you about the process, what it looks like. I can tell you what we're doing to make sure that it's not abusive. So that could be something that you could do to maybe sort of assuage some of that. The other thing I will say is that probably we should all be doubling down on our prevention efforts right now, because if we can prevent things from happening at all, then maybe we can avoid some of this very complicated process that has now been put upon us. So to the extent that you can, you know, reiterate your bystander options, your trainings, recall anything prevention focused, I would say that as educators. That's a really good thing that we should be doing. OK.
Great. Thank you. How should we address complainants requests for anonymity under the new regs?
Right. So we know under the new regs someone really can't be anonymous. Right. There are first of all, the complaint has to be signed. Whatever that means, even if it's an e-mail signature. And second of all, the written notice of allegations that goes to respondent upon receipt of the complaint must require the name of the complainant. So somebody can't really be anonymous. That's a good conversation for a Title nine coordinator to have with somebody who is considering bringing a complaint forward. It's really important to be transparent about our process.
If someone does make a complaint and then decide that they don't want to go forward with it and the Title nine phony alert coordinator has not decided that it's one of those situations where where we want to go forward regardless, then the complainant can withdraw their complaint if they sort of make that complaint and then realize maybe they don't want to proceed but aren't anonymous complaints really are not an option under the regs.
Please help clarify the change about investigations, reports off campus.
So we're not really tied to where something happened when we're considered whether we're obligated to report excuse me, whether we're obligated to respond or whether we choose to respond. Right. Remember, the regs only set a floor of when you have to respond to something, but you, as an educator, as a recipient of federal funds, as an institution, can decide that you want to respond to things that don't that don't necessarily fall within those narrow confines. So when it comes to off campus incidents. Right. It's really all about did you have control over the respondent and over the context of the of the reported harassment? Did it occur in your programs?
And the third the third the third step that maybe is where this question is being prompted has to do with incidents that occur on property that is owned or controlled by a student organization that is recognized by the institution. So this really is meant for fraternity and sorority houses. So if you have a recognized student organization like a fraternity or sorority and an incident occurs on their property, that falls within the jurisdiction that that the regs have prescribed.
Great. Thank you. Should the time line coordinator be present in the lives hearing?
I thought about this one when I was preparing for this. I don't really know. I think the Title 942 could be present. It certainly could be the case that the decision maker or the panel is going to have questions, at least when you're. Hearing panel is getting used to having these hearings. There's probably going to be a lot of sort of bumps in the road when we're figuring out how to do this and do it well.
My preference would be that the Title nine coordinator be available, but not actually be present in the hearing. You can see from the rags, right. They're really trying to create this barrier between decision makers and the investigator and coordinator. So my suggestion would be just to sort of keep that all clean. Maybe the coordinator would be better being available, but not actually being there.
Great. Before I jump to the next. For those who were here at the beginning or just to to reiterate it, there is a queue and a box in Zoome, which you will see. You can submit questions there. But most importantly, ask everyone to take a minute to read some of the questions that are already posted. There's a thumbs up button. And if you press that and vote those questions up as we get to the end of our time here, I'll try to make sure that we are prioritizing any questions. Of course. Leslie is going to have to agree to answer it. But if you could help vote the ones that you think are most relevant to the most people, we have about 500 people on this today. So we're going to try to do our best to to do to reach as many people as we can in a short period of time.
How do perent obviously valid hopes we did this one already.
Great. We just got shorter, Leslie. This is great. And this one's very particular related. So this is going to be fun. So we're going to be able to go back and look at some of the questions posted. But while I'm going through these, Enea, do you want to give any perspectives on on how on the tax side and how it takes in and TNG you can work with? This isn't a cap. I didn't place this question. This is a real question. So this wasn't a setup.
Anything you want to add on this one?
Yeah, of course. I would just say I mean, obviously there are there are lots of groups at law firms, all kinds of groups out there that provide training. I work for Texas because I think they're the best. But there is a whole litany of people that can do trainings.
Some are better than others, of course. I would also say that there are so many out there. I know those couple. There's a couple of questions. One, too, about funding. I know so many schools are facing funding restrictions right now. There are so many people out there out there doing these trainings. If it was me and I worked at a school and I was trying to get my staff trained up, I wouldn't hesitate to call somebody and be like, hey, is your pricing flexible because there is such competition right now for this? That said, a tax is one, of course. Do you have the capacity to provide advisory hearing officer training advisers? And can we actually do it? Yes, we can. We have something called I think it's called like the third party neutral service, where we can certainly serve as as as advisers, as hearing officers, decision makers.
Yes, we can do that. So.
Ok. We. So, Leslie, we have a question that has 11 upvotes. I'm not sure if you can see the questions or not from you. You see the one from Rick.
Was it in the Q&A? Let me pull up the Q&A. It is OK. I could read it, but it's long. And I know Rick, Rick, Rick and Rick, they reached out long time.
All right, Rick. It's going to be hard because Rick probably knows just as much as I do, if not more. Hi, Rick.
Nice to see you out there. Glad you're still working in this field. OK, assuming behavior that would be covered under Title nine, such as nonconsensual penetration.
What recommendations for due process in cases that don't qualify as Title nine because of jurisdiction? Right. So there'll be some situations where the Title nine Cordia co-ordinator will look at the allegations and decide that the allegations would.
Relate to conduct that would fall under Title II. But jurisdictionally it's prohibited. OK, so we're on the same page. Is it palatable for the same behaviors that might be taking place across the street from one another to be operated under a different procedural standards or should due process plus apply based on the conduct involved? I knew it was going to be a doozy of a question. So the background for people who don't know what what records are referring to is that the the regs are making it clear that if you're Title nine process doesn't apply, for example, because you are proscribed from applying it because of jurisdiction reasons, you can then apply a different process. So say, for example, example, your student conduct process applies to conduct that occurs off campus.
You could use that process to resolve those other types of allegations. So is it palatable for the same behaviors to be operative?
I think so. I don't exactly know what OCR intended by this, but I think that that is is what is permissible.
I would say, you know, of course, the leadership, the due process requirements, I mean, these regs are extremely due process heavy. But many states also have due process protections. Right. I'm in California and California. We have to have cross exam whenever credibility could be an issue. So I would say maybe look to your state laws in those instances to make sure that you're meeting your due process protections under your state law.
That's I think I'm gonna let us move on. It's a it's a great question, but I think let us move on, if that's OK.
Ok, great. Thank you. Everyone's voting, this is this makes our life easier. Thank you. How would we get. How would we get a copy of the book? OK. We'll come back to that at the end.
But for those who join late, we talked about a few books relating to to race, social justice and other topics. And I'll tell you about how you can get a copy at the end. Not holding that, but I want to keep moving while we have Leslie here.
Ken respondants choosing not to participate in a hearing due to pending external investigations mean we can't proceed at all.
No, it certainly does not mean that it may make it more difficult for decision makers to make a determination. But let's think about that situation where there is videotape evidence. Right. There are many cases and those of you who have been doing this work or in student contact for a lot for for a long time. No, no. We certainly, in almost all cases will go forward regardless of a respondent's willingness to participate or not. We'll still give them all the notices they're entitled to, but we still certainly can proceed.
Great. And for those wondering about the slide, these are new questions coming in now. So these don't match with the slides. These are ones that are coming into the Q&A. Thank you for that. I'm gonna go to looks like there's a question from Beverly. If you see that one, let's see if the title I coordinator files the complaint. Can they investigate that complaint? I'm an institution where my coordinators also the investigator, is no longer allowed under the new regs.
If the I see it.
The title line coordinator, oh, good question. If the Title nine coordinator files the complaint, can they investigate the complaint? I don't really know the answer to that. I'm going to say so she's in an institution where the title nine Chordata is also the investigator. The title nine coordinator in general can be the investigator. So that does a general rule is fine under the new regs in your situation, where the title More Title nine coordinator filed the complaint. I guess it depends a little bit on how involved they are in the filing of the complaint. In other words, where they sort of just acting, you know, sort of just in the capacity of a complainant just to sort of do the formality or were they involved sort of in gathering information? If if it's the latter, then you may want to have a little bit of a separated process, whereas if it's the former, it probably would be OK.
So in general, it is permissible both. There will be circumstances where you probably should look more specifically on a case by case basis.
I'm sorry, I'm jumping back because I see there's some. Discussions regarding Christopher's question. But then to not look at any of their testimony or evidence, I don't know if you see this thread that's underneath Christopher's comment that you already answered last week, 30 more. We can jump on to the next one.
Or if you think this is worth double clicking on hold for to you, I'll just acknowledge simony, kind of whom Annique is too nice to. Nice to see you out there. So can we. Right. This is a very complicated situation and OCR has not really given us any clarity. They did provide a little bit of information on their blog a couple of weeks ago. If people saw that about relying on the statements of people, even if they don't submit to cross-examination. So what they are really will not. It seems like, again, it's very murky, but what it seems like they do not want the hearing, panel or board to rely upon is any sort of factual assertion that are respondent allegedly made. So if a respondent participated in an interview or submitted a written statement, then the hearing board won't be able to consider that. If they don't participate. But if the respondent made statements to the complainant, the complainant can still share that information. So it's a complicated situation. We definitely need more clarity on that. But maybe look at that blog from OCR on May 22nd. I think it was May 22nd to see if that fits like their most recent blog posting to see if that gives you any more clarity on that.
Great. Looks like the next one up is from Bill Spear. Can students agree to participate in the cross examination, but then plead the Fifth? For some are all questions and still have their state and be considered by the decision maker.
Yes. We don't know. This is a very good question. We don't really have an answer on that. It's something that we're talking about at a tick sun, trying to come to some sort of consensus on. That's a great question. If they answer some questions and on others, how does that work? We really don't know. This may be something where you want to develop some written language in your policy about how you're going to deal with the situation, because in lieu of clarity from OCR, we really just don't have good guidance on this. It's not addressed in the commentary, as Bill probably knows of all the all the commentary preceding the regs. They don't provide clarity, just the right. This part of the regs about cross examination is not well written. There's not a lot of information. And we need a lot of a lot more a lot more clarity from OCR to help us do this well. But I appreciate the question. Thank you, Bill.
Ok. We just have a few more minutes here. I'm concerned my institution is removing the coordinator under H.R. Department and V.P. of Student Services. This is a proper best practice for higher ed.
You see that one is Oscar Garcia.
I don't really see a problem with it. It may not be ideal, but I don't think it's a problem.
I mean, a bigger consideration for me would just be that making sure that whoever is involved in the title name Title nine team has the confidence of both students and employees, regardless of where that exists.
Let's see if we can squeeze in a couple more here before we jump to the next part, and then you raise only reference to delegating beyond the title and coordinators for receiving reports disclosures.
Do you believe this lack of direct opinion gives us the ability to delegate in other areas? Example Title IX Cornaro offer supportive measures on Cawdor. Will assess confidentiality requests, etc..
So if if I think the question is whether the Title nine cowriter can delegate other parts of the responsibilities, I would say some of it I would say yes.
Yeah, I think that probably is permissible. I don't depending on the size of your institution, it probably is more optimal for this to live with the title nine Chordata, because that's clearly the intent of OCR. But if you have a large institution and you have a coordinator who has many other responsibilities, I think it would be permissible to delegate those things. Just be clear, your policy that that's what you're doing so that it's transparent to the people who are who are the potential parties.
The next highest vote going continuing this, this, this order and the new rage. The only reference to delegates beyond the time I'm currently receiving is this one. We just ended up sorry. We keep going. Do we have to have one decision maker or do we have to have a judicial committee?
Either option is fine. There are benefits and drawbacks to each. I will say if you decide to have one decision maker, please be sure that they have lots of administrative support. Because if you think just about the challenges of scheduling. One of these hearings, let alone making sure that the parties have access access to the evidence that they're required to have at the hearing and addressing all of the things that could come up. Just make sure that if you have one person, that they have some support.
A panel that is that is that is the recommendation, a panel of three. It also protects against if there's a challenge to the bias, if you have only one person. And there's the challenge that they're biased in some way. Then you have to go to it to whoever else you have trained to do it. So but you could have one person.
Oh, I see. And we have a new top vote getter and I missed it, so let me jump back to the top. And maybe we can do one more and then I'll let you get back to Leslie sent. An informal resolution is not allowed when the respondent is the employee and the complainant is a student. Does that mean that the only option for a student would be a formal hearing with cross-examination from the adviser who may be an attorney to the student?
Sadly, yes. That is correct.
You cannot use it for which I think we lost your audio.
Oh, really? Anything. OK.
Yes. And thank you for the question. And yes, you are correct. You cannot use informal resolution for allegations that an employee sexually harassed. OK.
Ok, I think we I think we got that answer in. It started here. Shake it there a little bit. I think that the answer came through, Leslie. I'm just going to look I know we're at a time and we can't jump to the second part for those interested in doing so. Let me just look through this really, really quickly. I appreciate so much engagement here. And if your question doesn't get answered, I apologize. We tried to do our best to collect as many of these ahead of time. When we talk about not considering information submitted by a party, does that mean that the nonparticipation carries the same weight as participating? We'll end on that one.
I'm I'm not quite sure how to. Let me see. I'm Rick. Sorry. We're back at the top. I don't see that one, is it? Is that in my OK. It's Preston.
Yeah, it's it's moving to right there because we're getting so many votes. It's also hard to track.
And now I've lost it, of course, so I apologize, imperfect system with this many people, unfortunately. And we try to go to a different one and then we'll let you go.
What about see Briggs, see this one? What do the new regs say about the need to provide equal advise options for both parties? Will colleges need to provide a lawyer as another party if the party has legal representation?
It's a good question. I'm glad that I'm glad that somebody brought up the advisor issue. So I will speak briefly to that. I'm not taking too much time away from your second half of your meeting.
So, no, you're good.
I quote, The only requirement that you provide an adviser only pertains to the cross examination portion, part of a live hearing. There is no requirement that you provide adviser outside of that. That is the only time you may want to consider whether it would be rather awkward for someone to step in at that point and and serve in that role. So you may want to consider whether you want to provide it adviser earlier in the process. But the only requirement that you provide an adviser applies to that cross-examination. There is no requirement that you make an attorney, make that person that that person does not have to be an attorney. There's actually very little required in the way of having any training for that person to step in as their role as the adviser. So you could definitely be looking at inequities at the abilities or skill levels of of advisers at the cross examination portion. But the only requirement is that they are provided at no charge at the portion of the hearing for cross exam and that advisers are chosen at the recipients discretion. So whoever the recipient, such the recipient being you, whoever you should choose to serve as an adviser.
Ok. That's that's great.
And Jessica, I got a comment from Jessica that sounds like less of your audio is fine. Maybe I was hearing you staggered. So, you know, good.
Sounds like everyone heard the message. So I want to I want to stay on track here and be mindful of your time. We did. We got a series of questions relating to how Get Inclusive is adapting our training to meet the new regs. I know that some of you are not interested, and that's why I wanted to sort of give a clean break and say I hope that this was was valuable to you. If you're interested in how we're responding, we're on my time line training provider. Most of you know us and work with us already. But for those who don't. If you're curious, you may stay. We talked about at the beginning for those that came in late, we talked about making some of these books available. Also, restate how you can get a copy of these. Right. When we end in about 15 minutes. But, Leslie, the best way for folks to follow up with you or anything, any last closing words or anything you'd like to share before before we let you go?
I honestly just want to thank everybody for being here and for hanging in there. It's a challenging time to be in education with these ranks. I find them really difficult for those of us who really care, especially about the well-being of our students employees and the safety of our campuses. I think it's challenging. So I just want to thank you all for hanging in there. And we will work through this together and work with it as long as we need to. Thank you very much for letting me join you today. I really appreciate it.
Yeah. We thank you, Angie. Yeah, OK.
Thank you. Thank you, Leslie. We'll let you go. I have a few questions to run through that were submitted. I'll run through these in the next hour. I'll keep this as fast as possible and then I'll let you get get back to Yarl's Day. But again, thank you, Leslie, for your participation. The the.
We'll start with.
And the move my screen around here a little bit. My dashboard. How get inclusive employee training, address the change in scope of manager mandatory reporters. So we you know, again, just for context, my background is both. You know, I sat in the general counsel office of a major university have also worked in or on Title nine. But these are complicated regs. So we also, as we did on this webinar, we went to Leslie and we went to Texas and DNG for guidance on on how get inclusive as a training provider was going to address these these topics and these issues. So ah ah, we are here to serve you. Ultimately, we believe that that the majority of institutions are going to continue to train all employees on mandatory reporting requirements. The difference is where the mandate comes from. We assume that most institutions we're talking to are going to persist from a policy perspective with the mandatory reporting structure. And so we are preparing to to meet those requirements in that way with you for the institutions that plan to change their policies or to take a different posture as it relates to different populations or sub populations that will have different obligations or responsibilities on campus. We're here to work with you in our capacity to understand that. So we're we're not here to to pass judgment necessarily. We know that some institutions have political reasons that they may be contemplating a change in who are reporters, who can be confidential advisers on down the line.
And so from an education perspective, we're here to support you. We're also here to support you from a policy perspective. And so we're seeing. I'll jump to the next question. Many institutions. To the extent you are updating internal policies or definitions or things that you want to be included in your title line, employee training or student training, as it may be, as you. If you're a partner of ours, you already know this. But we enable that our technology and our platform enable that. So you can upload the policy into the training experience when when the learner goes through it, they will they will be asked to review the policy and, of course, be asked to acknowledge the policy. And so you will have, in addition to your training record, that The Nante Smith finished the training on X date. You also have proof of acceptance or acknowledgement of the policy. This is one that we got a bunch of questions on. We'll get inclusive, enabled campuses to post our training online to meet the new posting requirements outlined in Section one six point four or five feet and D. So our interpretation is that that this section does not apply to Title nine employee training. It is relating to investigator training or title line coordinator training. And so we think that this is a an issue that takes a TNG and others are needing to address.
We're not here to pass the. We're not here to to to to debate that point. If you come to us as an institution and you say, no, we've interpreted it differently, we need to make your training available publicly out on the website. We'll probably say we don't agree with you. But if you need to do that, then we can facilitate that. So from an idea, from an intellectual property perspective, from a business model perspective, we we don't we're not we're not going to hold a firm ground on that. We are businesses different from a TEQSA. And, you know, for our purposes, if you want to post it there, then let's post it there. Let's let's do it. How we'll get inclusive address conflicts between Title IX and state law. I think many of you are very, very well versed on this, probably even more well versed than will some of you may be more versed in Lesli. You probably all more well versed than I. But how we are interpreting the regs as they've always been interpreted, is that this is a flaw, that there shouldn't be a lot of conflict from a timeline and state law perspective. And so, you know, we reserve in our previous conversations with Leslie, we're sort of poking around and trying to find an instance where an actual conflict came up. One of our partners in Texas asked the question relating to mandatory reporters and again, like, don't see a conflict there because because the fact that the state law is more is not more restrictive or has has greater mandates.
Like, that's fine because, again, it's not in direct conflict to sidelining. This is a flaw in this capacity. When will our course avail updates be available? June 15th. So we're just days away from from new updates. To the extent that, again, you are making changes and you are responding to this in real time. We're here to help facilitate. And so if it's if, you know, we will have our updates ready. To the extent that you want to have conversations about how, you know, you maybe want a message from your president, maybe you want to reinforce to your faculty and staff that despite the change, that these are your new rules and these are your values and these are your policies. We're open to partnering with you and to find good ways to do that. We're having some campuses indicate that they want to do a welcome video or a video that's inside the employee training. That's a message from your time line coordinator or the president or others. Happy to facilitate that and to incorporate that into training to make sure that wherever you see, wherever you have concerns, where there might be new confusion relative to the changes that you're you know, you're putting your population in a position to have the greatest understanding of of of what the requirements are and what your expectations are.
I'm just going to go quickly to see if there's any questions specifically relating to what we're doing.
Ok, cool. OK. So I think that we're good. All I'll give you back some time. I'm going to do a quick poll. I'm just going to run. This is the most succinct way that I can ask you what you would like from us going forward. I'm just going to post this really quickly and I'll leave it up there for about 30 seconds. Wow. Well, I'm leaving this up here. Sorry. I'll read it for you. How can we help? And this is we this is the get inclusive. We are they it takes a we like to learn. If you're not a partner, many of you are a partner. But if you're not and you'd like to learn more. We do employee training. We do student training on everything from from sexual assault, sexual violence, us peregian all the way to employee training, frantic harassment training requirements that might be state mandated, like in the case of California, New York and Illinois, or not mandated as the case may be. a.D.A for NCAA student and student athlete, athletic staff training mental health. Yeah, on down. So you can if you're interested in learning more, that's great. I'd like to learn more about working with the TEQSA. Many of you probably already do. So I don't know how much I can facilitate there, but I'm happy to bridge that introduction. We're going to continue inviting experts like Leslie to webinars. So if you'd like to be invited to the next one, please let us know. And then we have a list of summary of resources. So we'll, of course, send the webinar recording. But if you'd like articles, there's some great content out there, right? There's there's a lot out there. And we've spent a lot of time distilling it. And so to the extent that you'd like a list of links and resources, please indicate that.
Ok. I promise. I mean, close this out and we'll end here in about two seconds. So we started this today talking about.
You know, we have a multitude of complex issues we're dealing with as a society. This morning I went out to the team again, inclusive, and I said, what books are you reading? What can I share with the group? The book on the left is one that I read this year that has just changed my view, deepen the history for me and understanding of what race means at the global level and certainly in the US. It's sort of almost like guns, germs and steel, but of race. And I just I highly recommend that book, Way Fragility is sold out on Amazon. But I have it on back order. I bring these books out because if you'd like a copy of one of these, I probably can't send for copies, everybody. But if you'd like a copy of one, you can e-mail me at preston@getinclusive.com. And I'll send you a copy. You might not get it for two or three weeks, but. But these issues aren't going away, unfortunately, so it'll be just as relevant three weeks from now as it is today. So please shoot me an email. Let me know and I'll be happy to send you a copy. That's it. I hope that this was worthwhile. Feel free to send me a note if you'd like us to discuss other topics or if you will give us feedback. This is not what you expected or if we didn't go deep enough for you. Like a different format in the future. We're here to serve. You were here to get better. I hope it was valuable. I know that this is a difficult and complex time for all of us. And whatever we can do to help make your life a little bit easier. We'd like to be able to do that. So, again, thank you, everyone, for your time. Good luck out there. And if there's anything we can do again, please, please, please let us know.

May 22, 2020

Updates to Title IX Training from Get Inclusive

Note: This blog was last updated on August 12, 2020. As more information becomes available, we’ll update the following information, as necessary. 

For a summary of Get Inclusive's approach to incorporating the new regulations into our training courses, please click here. For a summary of the changes relating to Title IX training, keep reading.


On May 6th, the U.S. Department of Education released its long-awaited final regulations governing campus sexual assault under Title IX.

Get Inclusive has received questions regarding how these new regulations will affect Title IX training requirements generally, and how our employee and students courses will be modified in response, if at all. 

The purpose of this blog post is to answer some of your questions relating to our approach and to share some resources relating to the implications of the new regulations. If you have questions about what’s presented here, please contact us at hello@getinclusive.com.

Executive Summary

Get Inclusive leveraged both internal and external Title IX compliance expertise, including consultations with ATIXA/TNG, to help ensure our approach to any course updates and revisions meet the new requirements. 

All new course updates will now be available for assignment by June 15th, 2020. To request a detailed outline of the new course updates, please email us at hello@getinclusive.com

To the extent that your institutional policy updates require course changes, we encourage you to share these updates with your Get Inclusive account manager as they become available.

If you are not yet a Get Inclusive partner, but would like to learn more about our Title IX courses, please email us at hello@getinclusive.com

How will Get Inclusive’s employee training address the change in scope of mandatory reporters?

Based on feedback from numerous partners, we expect that most campuses will elect to maintain internal policies relating to mandatory reporters (also referred to as “Responsible Employees”). As such, training content and best practices relating to these obligations will continue to be a core learning objective in our employee Title IX courses. We will, however, remove any reference to the source of the obligation. 

For institutions that do decide to change their policies to reflect a more narrow scope of reporting obligations, we will offer a more narrowly focused version of our employee Title IX training that instructs on how to handle a student disclosure. Irrespective of any reporting obligation, we know that  faculty and staff will continue to receive disclosures. And as we know, mishandling of these disclosures can both create trauma for the reporter, and liability for the institution. 

If we update our internal policies, how will this be reflected in Get Inclusive’s training?

Get Inclusive will continue to enable our custom policy upload tool, definitions customizations and policy acknowledgment tracking within our courses. To the extent your institution updates its policies or other information, we can easily update your courses to reflect these new policies. 

If our campus narrows the scope of our mandatory reporter policy to exclude a specific population (e.g. faculty), will that population still need to receive Title IX training?

Yes. The requirement to train employees on Title IX has not changed. It may change which course version they receive from Get Inclusive, but the requirement to train has not changed. 

Will Get Inclusive enable campuses to post our training online to meet the new posting requirement outlined in section 106.45 (b)(10)(D)?

We are happy to make our training content available to the public on your website. That said, we do not interpret this requirement to extend to our Title IX employee training courses, so while we’re happy to accommodate these requests, we do not believe it’s obligatory to do so. Our interpretation is that the publication requirements relate only to training materials for Title IX Coordinators, investigators, decision-makers, and any person who facilitates an informal resolution. Our Title IX employee training is not specifically intended for this audience. But again, we will gladly make our content available for your campus to post online, if requested. 

Will Get Inclusive’s student Title IX training be updated?

For both student and employee Title IX courses, we will be presenting the new definitions of sexual harassment under Title IX and any relevant state laws as points of information. These are relatively minor changes, however. 

We are, of course, continuing to develop new student courses (mental health & wellbeing, full-length AOD, ongoing/booster content, etc) as well as scenario and content updates to existing courses. 

How will Get Inclusive address conflicts between Title IX and state law?

The new Title IX rules represent the floor or minimum requirements. As such, if your state requires more strict rules, for example, the definition of a mandatory reporter (ex. SB212 in Texas), this is not in fact a conflict, as Title IX doesn’t prevent more strict policies or requirements. 

If still you believe there’s a viable conflict, see minute 50:00 from this ACE webinar for additional perspective on precedence. Click here to watch

When will Get Inclusive’s course updates be made available? 

June 15th, 2020. For an outline of the new course updates, please email us at hello@getinclusive.com

Helpful Resources on Title IX Final Rule: 

April 14, 2020

EVERFI Buyout Program Extended; Online Orientation

At the end of last year we offered an EVERFI Buyout Program for institutions looking to make the switch to Get Inclusive for Title IX compliance and prevention training. 

Today many of the largest campuses and systems in the country are in the process of transitioning to Get Inclusive as part of this program. 

In response to the challenges facing Higher Ed institutions, including revised 2020 budgets, Get Inclusive is announcing today an updated EVERFI Buyout Program that will offer two significant considerations: 

  1. A 30% price reduction guarantee on your current EVERFI contract; and
  2. No payments due until 2021.

We also recently announced our Online Orientation Package. This comes included in the EVERFI Buyout Program. You can read more about it here

If you’re interested in discussing either the updated EVERFI Buyout Program or our Online Student Orientation Program, please email us at hello@getinclusive.com

The following is a detailed FAQ intended to answer common questions about our new EVERFI Buyout Program. 

Q: How do we qualify for the EVERFI Buyout Program for 2020?

A: Simple. You have to be an existing EVERFI customer, and enter into an agreement with Get Inclusive by June 1, 2020. 

Q: How soon can we start the implementation process?

A: As soon as you sign, you’ll have full access to our courses and platform. Implementation typically takes 4 weeks. 

Q: What are the payment terms?

A: As long as you sign by June 1, 2020, your first payment won’t be due until January 1, 2021. Your effective date is date of signature, and you’ll have immediate access to our services upon signature. A one time set-up and implementation fee will apply.

Q: Does Get Inclusive work with institutions like ours?

A: Most likely we do, but we’re happy to provide you with references. Get Inclusive works with large systems, large state schools, small privates, Jesuit institutions, and community colleges. 

Q: Can we see a demo of your courses and platform?

A: Yes. Follow this link for an on-demand intro to Get Inclusive. Click here. You can also download our 2020 course catalog here

Q: How does Get Inclusive compare to EVERFI?

A: Download this comparison guide for an apples-to-apples comparison. Click here


More questions? Email us now at hello@getinclusive.com.

About Get Inclusive

Get Inclusive was established in 2014 to help organizations deliver innovative and customizable prevention and compliance programs at scale. Today we serve over 150 organizations across the country. 

The Get Inclusive team is a rare blend of content creators and technologists. We have won industry awards for our work in prevention and compliance training, and have delivered the automation, integration and data visualization features that enable large campuses to effectively deploy and measure wide-scale training initiatives.


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