| Initiatives | Goal | Means of Achieving | Outcome | Methods of Assessment | Results | Result Use |
| Community | Increase safety and access to education for WSU and Weber/Davis County LGBTQ individuals through community engagement and prevention development. | Create a protective environment for LGBTQ individuals at the Women's Center through hiring and create a Safe@Weber LGBTQ Prevention Team consisting of 3 staff and 3 interns of which at least 2 are WSU students. Train and educate the Safe@Weber LGBTQ Prevention Team in primary prevention education, community participatory research methods, and curriculum design. Conduct 1 community survey to identify LGBTQ issues and needs surrounding sexual assault and healthy sexual relationships. Create two workshops (Navigating Consent and LGBTQ Sexual Relationships; Bystander Intervention to Prevent Sexual, Partner, LGBTQ Hate Crime, and Systems-Based Violence) that are customized to WSU LGBTQ students utilizing community participatory research methods. Engage the WSU and larger Weber and Davis County LGBTQ population in focus groups and surveys to ensure the curriculum is socioculturally relevant. | Safe@Weber will have developed a socio-culturally and community informed sexual assault primary prevention curriculum, which is Title IX compliant, best practice, trauma informed and survivor centered, and customized for the WSU 18-25 LGBTQ population. Two Safe@Weber workshops will be developed for this curriculum: Navigating Consent and LGBTQ Sexual Relationships; Bystander Intervention to Prevent Sexual, Partner, LGBTQ Hate Crime, and Systems-Based Violence. Safe@Weber LGBTQ Prevention Team members will be able to identify at least 1 common attitude or belief that supports and condones sexual violence, and will be able to explain how they would educate the public to address that attitude and belief. All Safe@Weber LGBTQ Prevention Team members will be able to explain what consent is. All Safe@Weber LGBTQ Prevention Team members will be able to explain at least 3 bystander intervention techniques. | Safe@Weber LGBTQ Prevention Team members will complete a self-developed survey and assessment rubric titled the Safe@Weber LGBTQ Prevention Team Self-Assessment which will ask students to identify at least 1 common attitude or belief that supports and condones sexual violence and explain how they would educate the public to address that attitude and belief, identify what consent is and at least 3 bystander intervention techniques, and other significant impacts that participation in this goal has had on team members. | Enter Results | Enter Use of Result |
| Diversity | Increase knowledge and leadership development around social justice and diversity related subjects for student's enrolled in the Women's Leadership and Professional Development Program. | Develop and implement a syllabus for WC Student Leaders enrolled in the Women's Leadership and Professional Development Program to learn about social justice theory, research, and skill development throughout their time at the WC by Aug 2016. Meet monthly with participants in the the program to discuss syllabus content and how it relates and can be integrated into the work that students are doing within the Women's Center. | Students will be able to explain what social justice is, and identify how they are integrating critical race, queer, and feminist theories into the work they are doing at the women's center by the end of the school year. Students will demonstrate understanding of the complexity of elements important to members of other cultures and be able to explain the importance of intersectionality in relation to identity. | Students will participate in monthly discussions regarding the syllabus readings and identify how they will integrate this new information into their work at the women's center. Students will complete the cultural competency rubric at the beginning of the school year and again at the end of the school year; students will also engage in a focus group discussion about their growth and learning regarding social justice and diversity related subjects at the end of the spring semester. | Enter Results | Enter Use of Result |
| Access | Increase student access to WSU educational opportunities by addressing economic barriers. | Create a resource pantry where student can access toiletries and clothes for free; create a webpage on the WC website advertising the resource pantry and soliciting donations; create a sustainable ongoing/annual drive for pantry items by April 2016. | Students who work in the Resource Pantry will be able to identify community needs, learn how to operate a resource pantry and solicit donations to sustain the resource pantry. | Students will develop a community needs survey for the Resource Pantry that will be added to the WC Website. Students will demonstrate skills in operating the resource pantry and soliciting donations. We will track the number of students accessing the resource pantry and the number of donations received to the resource pantry. | Enter Results | Enter Use of Result |