Insights

Sharing Campus Resources During the COVID-19 Pandemic

Many colleges and universities are sharing their facilities and resources during the coronavirus (COVID-19) pandemic. As institutions open residence halls and donate supplies for hospital use and offer dining services, athletic arenas, or parking lots for use by relief agencies, they should also ensure that adequate MOUs, contracts, insurance, procedures, and security are in place.
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Preventing Workplace Race Discrimination

Racism remains a nationwide problem, and race discrimination allegations appear in many employment claims against United Educators (UE) members. It is critical that K-12 schools, colleges, and universities continue to focus on preventing workplace discrimination. Take these actions to help prevent race discrimination for your campus workforce.
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Employee Burnout Is a Risk Management Issue

Employee burnout, on the rise due to the pandemic, extends beyond strategic risk into a concern for liability risk managers.
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Monitor Risks and Repeat the Process by Starting the Next Round of ERM

Resilient enterprise risk management (ERM) programs monitor the risk landscape throughout the year to adapt to change. They learn from risk management efforts at the end of that year’s ERM cycle before beginning a new cycle the following year. Consider the following strategies to adapt throughout the year, as well as how to close the loop at the end of the year and begin the ERM cycle again the following year.
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Report on Risks to Set Goals, Gain Buy-In, and Document Efforts

There are multiple uses for enterprise risk management (ERM) reporting, the fourth step of the ERM process. Throughout the year, the ERM committee Chairperson will track the progress and next steps shared by all risk owners in a single report. Then, at the end of the ERM process cycle, the Chairperson will summarize this year’s risk management efforts and identify next steps for next year’s ERM process in a risk summary report.
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Strategies to Treat and Mitigate Risks Effectively

Once your institution has selected which institutional risks it will tackle this year in Step 2 of the enterprise risk management (ERM) process, manage them collaboratively in Step 3.
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Assess and Select Which Risks You Will Tackle This Year

Once you’ve completed identifying institutional risks – Step 1 of the enterprise risk management (ERM) process – your ERM committee can move on to assess those risks. This second ERM process step includes assigning risk scores to all risks on your register and prioritizing risks for treatment.  At the end of this two-part process, your K-12 school, college, or university will have a manageable list of risks to tackle through the ERM process.
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Identify Institutional Risks with Confidence

Begin Step 1 of the enterprise risk management (ERM) process at your K-12 school, college, or university by developing a risk register – a list of institutional risks. Your ERM committee can use this resource to correctly identify risks and complete the first step of the ERM process with confidence.
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Guide to Developing an Anti-Racist Campus Safety Force

Many colleges and universities are assessing their campus climates and implementing anti-racist practices for the campus safety department. This publication provides guidance for campus administrators and campus security officers on developing an anti-racist campus safety force.
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Prevention and Protection Podcast: K-12 Heads of School Discuss Risk Management During a Pandemic

In this episode, UE risk management consultant Liza Kabanova interviews three heads of school about the impact of COVID-19 on K-12 independent schools – including lessons learned, on-campus success stories, and the value of a proactive risk management process.
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Three Keys to a Successful ERM Program

Whether you are just starting out with enterprise risk management (ERM) or trying to sustain your mature program, United Educators (UE) recommends orienting around three keys to ensure your ERM program's success.
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Title IX Supportive Measures, Remedies, and Sanctions: After the Regulations

Use this checklist to ensure your institution is providing appropriate support and sanctions to those involved in the Title IX grievance process.
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Informal Resolution of Sexual Harassment Complaints

This checklist will help you evaluate your institution's voluntary Title IX informal resolution process.
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ERM Committees: A Guide and Tool

United Educators created a guide and interactive tool to assist leaders with selecting which areas will be represented on your enterprise risk management (ERM) committee, as well as planning for how others may participate in future risk management efforts beyond the ERM committee.
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ERM Process Tracker

Use this interactive tool to help implement and track the progress of the ERM program at your K-12 school, college, or university. Leaders also can use this tool to document efforts addressing each step of the ERM process: identifying, assessing, treating, and reporting and monitoring risks.
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Video: Implementing ERM Programs in Higher Education

This video provides guidance, practical tips, and examples to inform colleges and universities looking to implement an enterprise risk management (ERM) program.
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Video: Implementing ERM Programs at K-12 Schools

This video provides guidance, practical tips, and examples to inform K-12 schools looking to implement an enterprise risk management (ERM) program.
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Checklist for Sexual Harassment Investigations

This checklist highlights best practices and regulations requirements for conducing investigation of student and employee complaints of sexual harassment, sexual abuse, sexual assault, dating or domestic violence, and stalking.
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Prevention and Protection Podcast: Lessons Learned in Updating Risk Management: An Accountability Guide for University and College Boards

In this episode of Prevention and Protection, United Educators risk management consultants Liza Kabanova and Justin Kollinger discuss lessons learned during research for the 2020 edition of the book An Accountability Guide for University and College Boards.
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Prevention and Protection Podcast: Why ERM Is More Important Than Ever During or After a Global Pandemic

In this episode of Prevention and Protection, United Educators risk management consultants Liza Kabanova and Justin Kollinger discuss the impact of the global COVID-19 pandemic on education.
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Establishing an Office of Diversity and Inclusion on Campus

Many colleges and universities are reflecting on their anti-racism and anti-discrimination efforts. This guide presents ideas for creating an Office for Diversity and Inclusion and begin building a stronger, more diverse, and more inclusive campus community.
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Sudden Pandemic-Related Closures

If your K-12 school, college, or university is operating in person during the COVID-19 pandemic, ensure it’s prepared to quickly respond to community or campus outbreaks, or public health declarations related to the pandemic. Use the recommendations in this blog to guide important closure decisions.
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Planning and Executing Your Return to Campus: Considerations for Leaders in Education

United Educators partnered with Deloitte to publish this resource to address process questions senior leaders must consider when making key decisions. Recommendations include topics such as implementing a COVID-19 response team, tabletop exercise processes, planning for key reopening activities, a sample decision-making framework, and a roadmap for recovery and resuming campus operations.
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Prevention and Protection Podcast: Academic Closures with Husch Blackwell

In this episode of Prevention and Protection, attorney Ellen Babbitt discusses managing the risks of higher ed academic program changes driven by economic pressures; these range from eliminating majors to closing institutions. Ellen and her colleagues at Husch Blackwell wrote UE’s recently released publications on the topic, including an overview guide and four detailed checklists.
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Checklist: General Planning for All Program Changes

This checklist will assist institutions with general planning for any type of academic program change, including program reduction or discontinuance, change of institutional control, and institutional closure. Institutions also can use it for periodic evaluations of their programs.
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Academic Program Changes and Institutional Closures

UE has created five resources — a guide and four checklists — for higher education institutions confronting possible program changes, including potential closure due to financial struggles or unforeseen events such as the coronavirus (COVID-19) pandemic. The resources will help institutions understand how to act in ways that are procedurally proper, well-supported, and sensitive to the interests of multiple stakeholders — especially the institution’s students and employees.

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Guide to Manage Risks Associated With Program Change

This publication provides an overview of considerations relevant for institutions that need to consider academic program changes, which include program reductions or discontinuances, changes of institutional control, and full institutional closures. It also offers boards and institutional leaders practical guidance on planning for and implementing these changes.
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Checklist: Institutional Closure

This checklist provides institutions with detailed guidance on planning and implementing an institutional closure. United Educators recommends using this checklist in conjunction with the checklist on general planning for all program changes.
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Checklist: Change of Institutional Control

This checklist provides institutions with detailed guidance on planning and implementing a change in institutional control. United Educators recommends using this checklist in conjunction with the checklist on general planning for all program changes.
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Checklist: Program Reduction or Discontinuance

This checklist provides institutions with detailed guidance on planning and implementing a reduction or discontinuance of an academic program. United Educators recommends using this checklist in conjunction with the checklist on general planning for all program changes.
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Apologies and Expressions of Empathy

Public statements of apology, empathy, or regret by presidents or high-ranking officials at K-12 schools, colleges, and universities are increasingly common. Follow this blog's guidance when crafting an apology for your institution.
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Prepare for Claims Brought Under State Reviver Statutes

State reviver statutes, which extend or "revive" expired statutes of limitations for claims involving sexual abuse of minors, are passing with increased frequency.  This article outlines steps you can take to prepare for claims against your institution if a reviver statute is enacted in your state.
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K-12: Use a Maturity Tool to Advance the ERM Process

A mature enterprise risk management (ERM) program integrates with strategic planning, budgeting, and departmental initiatives — a necessity in a competitive, changing landscape. It also identifies gaps in developing a school's culture of proactive, collaborative risk management. United Educators (UE) recommends auditing your ERM program with this education-specific maturity tool — informed by research with institutions and experts — to understand where your processes stand today and set future goals.
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Higher Ed: Use a Maturity Tool to Advance the ERM Process

Audit your enterprise risk management (ERM) program with this education-specific maturity tool — informed by research with institutions and experts — to understand where your processes stand today and set future goals.
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Higher Ed Checklist: Reporting Campus Sexual Misconduct: Elements of a Policy

Establishing a sound campus reporting structure is critical for addressing the risk of campus sexual misconduct, yet many campuses do not include details about reporting in their Nondiscrimination/Title IX/Sexual Misconduct Policy.  This checklist guides higher education administrators in evaluating or drafting their sexual misconduct reporting policy.
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Background Check Fundamentals

This publication helps human resources administrators assess the soundness of their background check screening sources, practices, and policy. More institutions are implementing background checks for all employees, contractors, volunteers, and other individuals affiliated with the school, to protect community members and the institution’s resources, improve the quality of hires, and reduce organizational risk.
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Powerpoint Summary of Safeguarding Our Schools From Sexual Predators: What Public and Charter School Leaders Should Ask

This powerpoint summarizes the key questions detailed in UE's publication Safeguarding Our Schools From Sexual Predators: What Public and Charter School Leaders Should Ask
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Safeguarding Our Schools From Sexual Predators: What Public and Charter School Leaders Should Ask

Investigations by schools have revealed decades of educator sexual abuse involving scores of victims. Read this publication for key questions principals, district superintendents, and school board members should ask and suggestions for creating a culture of prevention and reporting.
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“Operation Varsity Blues” Reinforces Need for High Schools to Review Counseling Practices

This piece provides guidance on how schools should audit their college counseling practices to help prevent admissions fraud.
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Firearms and Weapons Policies

Every institution should have a policy that directly addresses the possession and use of firearms and weapons on campus.  This blog provides suggested guidelines for drafting or revising a firearms and weapons policy.
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Safeguarding Universities from Sexual Predators: A United Educators Symposium

This report summarizes the symposium attendees’ conversations about challenges, details possible solutions the participants suggested, and provides high-level risk management action steps derived from the attendees and from UE research.
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Powerpoint Summary of Safeguarding our Schools from Sexual Predators: What Independent School Heads and Trustees Should Ask

This powerpoint summarizes the key questions detailed in UE's publication Safeguarding Our Schools From Sexual Predators: What Independent School Heads and Trustees Should Ask
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Powerpoint Summary of Safeguarding our Communities from Sexual Predators: What College Presidents and Trustees Should Ask

This powerpoint summarizes the key questions detailed in UE's publication Safeguarding our Communities from Sexual Predators: What College Presidents and Trustees Should Ask
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How Institutions Can Respond to “Operation Varsity Blues”

In the wake of the "Operation Varsity Blues" college admissions scandal, this piece recommends actions institutions should take to prevent admissions fraud.
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Safeguarding Our Schools From Sexual Predators: What Independent School Heads and Trustees Should Ask

Recent historical investigations by schools have uncovered decades of educator sexual abuse to scores of victims. Read this publication for key questions school leaders should ask and suggestions for creating a culture of prevention and reporting.
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Safeguarding Our Communities From Sexual Predators: What College Presidents and Trustees Should Ask

Universities have faced sexual predator scandals involving scores of victims, and some leaders were uninformed. Presidents and trustees can safeguard their communities by asking key questions and following these suggestions for creating a culture of prevention and reporting.
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The Long-Term Impact of the Freeh Report

As a risk management and governance report, the Freeh Report stands out for providing guidance, reflection, and a road map for administrators and trustees as they consider ways to improve communication, establish accountability, and reduce risks. And Penn State (PSU) has made great strides since the report was first published, strengthening security to protect minors, improving the structure of the board, conducting training on the Clery Act, and making a significant commitment to train the entire PSU community on abuse awareness.

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What Did the Recession Teach Us?

As the economy recovers, albeit more slowly than any of us would want, I wonder: will we look back on the great recession with the comfort and perspective of hindsight and judge education as over-reacting to the risks, ignoring the opportunities? Did some colleges and universities miss opportunities for investments, hiring faculty, expanding into new enrollment markets or other strategic and, yes, courageous moves? Did higher education fail to understand the societal shifts that were changing the behavior of students and their families? Looking inward instead of focusing a clear eye on the environment is a risk.

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Managing Fan and Player Violence at Sporting Events

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Managing the Unthinkable PowerPoint

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