Charity Stutzman
Sr. Director of Higher Education, Vector Solutions
Webinar Description
Tuesday, September 15 at 2:00 PM (ET) | 11:00 AM (PT)
The Stop Campus Hazing Act is no longer a future requirement; it’s a present operating reality. This session draws on national, aggregated course survey data collected from students taking Hazing Awareness and Prevention for Students during the 2025–26 academic year. We’ll walk through where students’ knowledge, attitudes, and confidence to intervene shift most and where they don’t. Particular attention is paid to the “norms gap”: the documented difference between what students say they personally believe and how they perceive their peers to believe.
Policies and prevention programs have been required since June 23, 2025; institutions have been collecting Campus Hazing Transparency Report data since July 1, 2025, and the first public transparency reports were due December 23, 2025. The next major milestone lands this fall: hazing statistics appear in Annual Security Reports for the first time on October 1, 2026. Now that the reporting infrastructure exists, what is the underlying student data telling us, and how should it shape what institutions do next?
The session includes insights-to-action, using Vector Solutions’ Campus Prevention Network to translate this national dataset and an institution’s own data into policy language, a bystander-training emphasis, data-informed decision-making, and the stakeholder buy-in needed to sustain effective hazing prevention ahead of the October ASR deadline.
Can’t attend live? Register today, and we’ll send you the recording to watch at your convenience!
Learning Objectives
By the end of this session, participants will be able to:
-
Interpret national trend data on student knowledge, attitudes, and readiness to intervene in hazing situations, before and after prevention training.
-
Explain the “norms gap” between personal belief and perceived peer belief, and identify where national data show it closing versus persisting.
-
Apply national and campus-level survey data to strengthen hazing policy, prevention programming, and stakeholder conversations, particularly where formal reporting alone will fall short.
Presenter
With over 15 years of experience in higher education, Charity Stutzman recently served as Assistant Dean of Students, overseeing prevention, advocacy and intervention programs. She served as Chair of the Behavior Intervention Team, and provided leadership and supervision for key student programs, including Student Conduct, the Relationship Violence and Sexual Assault Prevention (RVSP) Program, the LGBTQ+ Program, and an Emergency Assistance Fund.
In her early work in Student Affairs, she served as a Campus Advocate, building out violence prevention programs for the campus. She is committed to strategically supporting campuses in building programs and developing policies that foster a safe and supportive campus environment.
Charity Stutzman holds a Master of Science in College Counseling and Student Development from Azusa Pacific University and a Bachelor of Arts in English from the University of San Diego.
Dr. Mike Martynowicz
Senior Research Lead, Vector Solutions
Mike Martynowicz, PhD is an educational psychologist and serves as the Senior Research Lead in the Education Sector at Vector Solutions. He leads the design and execution of large-scale impact research and develops data-driven products and insights that help institutions demonstrate outcomes, improve programs, and support student success. His work focuses on translating complex learning, behavioral, and organizational data into actionable insights for educators and institutional leaders.
Prior to joining Vector, Mike spent 18 years as an educator at the secondary and postsecondary levels, where he conducted research on student mental health and well-being, metacognition, self-efficacy, learning strategies, and undergraduate retention. He also held administrative roles overseeing graduate programs in psychology and mental health counseling, and advised student organizations including peer mentoring, counseling, and suicide prevention groups.
Drawing on his combined experience in research, teaching, leadership, and administration, Mike brings a holistic, outcomes-focused perspective centered on improving both student success and overall quality of life.
Register Now
