The IACLEA Blueprint for Safer Campuses, Margolis Healy & Associates, LLC

The IACLEA Blueprint
for Safer Campuses
Overview of the VA Tech Tragedy and
Implications for Campus Safety

Ross Abdallah
Alameddine
• Ross Abdallah Alameddine
Hometown: Saugus, Massachusetts
Sophomore, University Studies
Student since fall 2005

Posthumous degree(s): Bachelor of Arts, English

Virginia Tech University Studies sophomore Ross Alameddine had
recently declared a major in English and minors in French and
business, fields that reflected his creativity and his computer
knowledge.

He was the son of Lynnette Alameddine and Dr. Abdallah
Alameddine and brother of Yvonne Alameddine. Ross, of
Saugus, Mass., formerly of Melrose, Mass., attended St. Mary’s
Grammar School in Melrose and was a 2005 graduate of Austin
Preparatory School in Reading, Mass.

Christopher James
Bishop
• Christopher James Bishop
Residence in Blacksburg
Instructor, Foreign Languages
Joined Virginia Tech on August 10, 2005

Jamie Bishop, beloved husband, devoted son, gentle colleague,
and generous friend, died at the age of 35 while teaching
introductory German. Although his courses were legendarily
rigorous, ―Herr Bishop‖ was popular with students as he was
always available to give whatever individual attention they needed
to succeed. Jamie was a fun-loving but no-nonsense man; easy-
going but passionate about the environment, nature, art, and
teaching. Tall and thin, with a striking long ponytail, Jamie regularly
cut his hair to donate it to Locks of Love.

Jamie hailed from the small town of Pine Mountain, Ga., and
earned bachelor’s and master’s degrees at the University of
Georgia. He interned at the Pentagon in Washington, D.C., and
then spent many years abroad. As a Fulbright Scholar, he studied
at the Christian-Albrechts-Universität in Kiel, Germany, and also
worked as a freelance translator, German tutor, and teacher of
English in Heidelberg.

Brian Roy Bluhm
• Brian Roy Bluhm
Hometown: Cedar Rapids, Iowa
Masters student, Civil Engineering
Student since spring 2005

Posthumous degree(s): Masters of Science, Civil Engineering

Brian Roy Bluhm was born in Cedar Rapids, Iowa, on July 19,
1981. His family moved to Detroit, Mich., in 1984 and then to
Louisville, Ky., in 1990. He graduated secondary school at duPont
Manual in Louisville and then earned his bachelor of science in
civil engineering from Virginia Tech in December 2004.

While Brian was serving as a teacher’s assistant and earning his
master's degree at Tech, he focused on water resources, and his
main area of research was sustainability of water quantity using
safe yield of a reservoir during a critical drought period. He was
also interested in hydrology, hydraulic structures, and water
resources planning/law.

Ryan Christopher Clark
• Ryan Christopher Clark
Hometown: Martinez, Georgia
Senior, Psychology

Posthumous degree(s):
Bachelor of Science, Biological Sciences
Bachelor of Arts, English
Bachelor of Science, Psychology

Ryan Christopher Clark, known to his friends as ―Stack,‖ leaves
memories that will be forever cherished by his immediate and
extended family, band mates, residents in his dormitory,
colleagues, and friends.

Ryan was born in Landstuhl, West Germany, on May 29, 1984, to
Letitie and Stanley Clark. He grew up in Martinez, Ga., and
graduated from Lakeside High School in May 2002. There, he
was a member of the Lakeside Marching Band and the Boy
Scouts of America. He was active in many service organizations,
including Communities in Schools of Augusta/Richmond County
Teen Health Corps and Golden Harvest Food Bank. He was also
the musical director at Camp Big Heart.

Austin Michelle Cloyd
• Austin Michelle Cloyd
Hometown: Blacksburg, Virginia
Sophomore, Honors Program, International Studies

Bachelor of Arts, Foreign Languages/French
Bachelor of Arts, International Studies

Austin Michelle Cloyd lived life boldly. She sought out new
experiences and embraced those she felt passionate about. She
was not afraid of failing because she knew that, even in failure, she
would learn from the experience. And she lived her life with
purpose—she knew what she wanted to accomplish and she knew
how to get there.

Austin was born in Charlotte, N.C., the daughter of Bryan Cloyd,
professor of accounting and information systems at Virginia Tech,
and Renee Cloyd. Austin, an integral part of her family’s academic
adventure, grew up in three university towns (Bloomington, Ind.;
Austin, Texas; and Champaign, Ill.) before moving to Blacksburg
just before her senior year in high school. She graduated with
honors from Blacksburg High School in June 2006.

Jocelyne Couture-Nowak
• Jocelyne Couture-Nowak
Adjunct Professor, Foreign Languages
Joined Virginia Tech on August 10, 2001

Jocelyne Couture-Nowak, French Canadian, beloved mother, wife,
and a member of the Blacksburg community, in which she and her
family have lived since 2001, passed away on April 16, 2007, while
engaged in her passion, teaching Intermediate French at Virginia
Tech. Jocelyne was born in Montreal, Canada, in 1958 and lived
both in Quebec and Nova Scotia before moving to Blacksburg.

Her family, friends, students, and colleagues will remember her
community spirit, her love of nature, and her dedication to the
preservation of her francophone heritage. She would approach
anyone she heard speaking French to welcome them to the local
francophone community. Before she moved to Virginia, Ms.
Couture-Nowak was instrumental in the development of the École
Acadienne de Truro, Nova Scotia, to ensure access of
francophone families to a safe school environment and French
language education. The school opened in 1997. Her youngest
daughter, Sylvie, was one of its first students.

Kevin P. Granata
• Kevin P. Granata
Professor, Engineering Science and Mechanics
Joined Virginia Tech on January 10, 2003

Dr. Kevin Granata, a professor in the Department of Engineering
Science and Mechanics (ESM), was known by friends and
colleagues as a man who was passionate — first and foremost
about his wife, Linda, and their children, Eric, Alex, and Ellen, and
also about his work as an educator and researcher.

―Professor Granata distinguished himself by making many
outstanding scholarly contributions,‖ said ESM Department Head
Dr. Ishwar Puri. ―He has been hailed by experts in the field of
biomechanics as one of the top five researchers in the nation for
his studies of movement dynamics in cerebral palsy.‖

Born in Toledo, Ohio, in 1961, Kevin completed undergraduate
degrees in electrical engineering and physics at Ohio State
University (OSU) and a master’s degree in physics at Purdue
University, where he met Linda. He worked in the Applied Physics
Laboratory at Johns Hopkins University, later returning to OSU to
earn his Ph.D. in biomedical engineering.

Matthew Gregory Gwaltney
• Matthew Gregory Gwaltney
Hometown: Chesterfield, Virginia
Masters student, Environmental Engineering

Master of Science, Environmental Engineering

Matthew Gwaltney was a second-year master’s student in the Charles
E. Via Department of Civil and Environmental Engineering. In 2005,
he received his bachelor’s degree, magna cum laude, from Virginia
Tech in civil engineering, with a concentration in environmental and
water resources engineering. As a graduate student, he taught civil
engineering labs and was conducting research on storm water
management. Matthew’s professional goal was to improve awareness
and education about environmental issues, encouraging people to be
proactive in protecting the environment and improving our quality of
life.

Matthew was born Dec. 11, 1982, to Karen P. and G. Gregory
Gwaltney Jr. He was a 2001 graduate of Thomas Dale High School in
Chester, Va. Among the awards and recognition Matthew received
were acceptance in the National Honor Society and Spanish Honor
Society at Thomas Dale and into Chi Epsilon, the civil engineering
undergraduate honor society; Tau Beta Pi, engineering honor society;
National Society of Collegiate Scholars; Phi Eta Sigma; Golden Key
International Honor Society; and Phi Kappa Phi at Virginia Tech.

Caitlin Millar Hammaren

• Caitlin Millar Hammaren
Hometown: Westtown, New York
Sophomore, International Studies


Caitlin Millar Hammaren, who was born on May 4, 1987, and was
from Westtown, N.Y., had a way of making everyone feel as if
they were her best friend. Her smile was contagious under any
circumstances.

A sophomore double majoring in international studies and French
with a minor in leadership and social change, she was events
chair for her sorority, Kappa Kappa Gamma.

Jeremy Michael Herbstritt
• Jeremy Michael Herbstritt

Master of Science, Civil Engineering

Jeremy Michael Herbstritt, a master’s student in the Department
of Civil and Environmental Engineering, loved to
hike, kayak, bike, ski, and work on the family farm. Born in St.
Mary’s, Pa., in November 1979, his family later moved to
Bellefonte, Pa., where he grew up on the Herbstritt farm.

Jeremy attended elementary school at St. John the Evangelist
Catholic School in Bellefonte and then the Bellefonte Area Middle
and High Schools before graduating in 1998. He went on to
Pennsylvania State University, where he received a bachelor of
science in biochemistry and molecular biology with a minor in
chemistry in 2003. He later returned to Penn State to pursue a
second B.S. in civil engineering (2006). He graduated with
honors.

Rachael Elizabeth Hill
• Rachael Elizabeth Hill
Hometown: Glen Allen, Virginia
Freshman, University Studies


Rachael Elizabeth Hill of Glen Allen, Va., loved to read—
especially novels and the Bible. An accomplished classical
pianist, she had studied piano since she was six years old. The
daughter of Allen and Tammy Hill, she was a 2006 graduate of
Grove Avenue Christian School in Richmond. The entire class of
2006 was exceptionally close. Their consensus, and that of all
those who knew Rachael well, is that it is difficult to capture the
beauty, intelligence, poise, leadership, and other wonderful traits
that Rachael possessed.

Rachael had definite educational goals. Although she had just
started college last fall, she knew she wanted to earn a Ph.D. in
biochemistry, specializing in nanotechnology.

Emily Jane Hilscher
• Emily Jane Hilscher
Hometown: Woodville, Virginia
Freshman, Animal and Poultry Sciences

Bachelor of Science, Animal and Poultry Sciences

Emily Jane Hilscher, a freshman animal and poultry sciences
major, was the beloved daughter of Eric and Elizabeth Hilscher,
best friend and sister of Erica, and granddaughter of Gilman and
Mary Carlson and Carl and Merle Hilscher.

Her hometown was Woodville, Va., and she was a graduate of
Rappahannock County High School, Class of 2006. She was a
skilled horsewoman, animal lover, enthusiastic cook, and
imaginative artisan. Emily was always wise beyond her years and
insisted on fairness in everything. She was eternally trying to save
someone or something. She wanted people to be happy.

Matthew Joseph La Porte
• Matthew Joseph La Porte
Hometown: Dumont, New Jersey
Sophomore, University Studies

Bachelor of Arts, Political Science

Matthew J. La Porte loved playing music and relished the various
challenges he faced as a member of the Virginia Tech Corps of
Cadets. Matt attended Carson Long Military Institute in New
Bloomfield, Pa., from seventh grade through 12th. As a student
there he excelled in academics and leadership and served as drum
major of the cadet band. He decided to attend Virginia Tech based
on the recommendation of a trusted teacher and mentor on the
faculty there.

Born on Nov. 20, 1986, Matt was the son of Joseph and Barbara
La Porte of Dumont, N.J. He had one sister, Priscilla, who
graduated from high school in spring 2007. Matt was a sophomore
studying for a degree in political science.

Jarrett Lee Lane
• Jarrett Lee Lane
Hometown: Narrows, Virginia
Senior, Civil Engineering

Bachelor of Science, Civil Engineering

Jarrett Lee Lane was a fun-loving man, full of spirit. He had a
caring heart and was a friend to everyone he met, both in his
hometown and at Virginia Tech, where he was a senior in civil
engineering.

Jarrett was born in Giles County, Va., on March 28, 1985, and
was raised in Narrows, Va., by his mother, Tracey Lane.
Throughout his life, he excelled both in sports and academics. He
attended Narrows High School and maintained a 4.0 grade point
average while participating in varsity football, basketball, tennis,
and track. He also played in the band and participated in clubs
and community organizations. By the end of his senior year, he
was the top player on the tennis team and had earned all-district
honors in football, basketball, and track. In June 2003, Jarrett was
valedictorian of his graduating class at Narrows High School and
also a graduate of the Southwest Virginia Governor’s School in
Dublin, Va.

Henry J. Lee
• Henry J. Lee
Hometown: Roanoke, Virginia
Sophomore, Computer Engineering

Bachelor of Science, Computer Engineering

Henry J. Lee (Henh Ly) was always the one to repair his family’s
computers, which turned out to be good preparation for becoming a
computer engineering major at Virginia Tech. Henry was the ninth of
10 children of Song Ly and Mui Lenh, who moved from Vietnam to
Roanoke, Va., in 1994.

An academic achiever, Henry graduated from William Fleming High
School’s International Baccalaureate Program as class salutatorian
with a 4.47 grade point average. He was also a member of the
French and Beta clubs. At Virginia Tech, he was a dean’s list student
even as a freshman.
Henry’s brother, Manh, also attends Virginia Tech, and his sister,
Chi, has completed her studies in accounting and is receiving her
degree during the 2007 Commencement ceremonies.

Liviu Librescu
• Liviu Librescu
Professor, Engineering Science and Mechanics
Joined Virginia Tech on September 1, 1985

The revelation that Dr. Liviu Librescu blocked the door of his classroom
in Norris Hall on the morning of April 16 so that his students could
escape through the windows came as no surprise to his
family, friends, and colleagues. The renowned aeronautical engineering
educator and researcher had demonstrated profound courage
throughout the 76 years of his life.

As a child in Romania during World War II, Liviu was confined to a
Jewish ghetto, while his father was sent to a forced labor camp. After
surviving the Holocaust, Liviu moved forward with stalwart determination
to become an engineer.

During the rise of the Communist Party in Romania in the 1960s, Liviu
earned his undergraduate aeronautical engineering degree from the
Polytechnic Institute of Bucharest and completed his Ph.D. at the
Institute of Fluid Mechanics, Academy of Science of Romania. He
achieved academic prominence, but in order to have his papers on
aerodynamics published anywhere except at the academy during
Communist rule, he had to work in secrecy and—at great risk—smuggle
papers to publishers in other countries.

Dr. Librescu is survived by his wife, Marlena, and his sons, Joseph and
Arieh, who reside in Israel. During his funeral in Israel, Marlena was
presented with the Grand Cross of Romania, the nation’s highest civilian
honor, in honor of her husband’s ―scientific achievements and heroism.‖

G.V. Loganathan
• G.V. Loganathan
Professor, Civil and Environmental Engineering
Joined Virginia Tech on December 16, 1981

Dr. G.V. Loganathan, Via Department of Civil and Environmental
Engineering

The high regard and fondness that students in the Via Department
of Civil and Environmental Engineering feel for Dr. G.V. Loganathan
is a reflection of the fact that they were his top priority. Phrases
such as ―the best professor I ever had,‖ ―the kindest person I’ve
ever met,‖ and ―incredibly wise and gentle‖ are common among the
tributes paid to Dr. Loganathan by undergraduate and graduate
students.

Born in the state of Tamil Nadu, India, in 1954, G.V. attended
Madras University and the Indian Institute of Technology in Kanpur
before journeying to the U.S., where he earned a Ph.D. in civil
engineering at Purdue University.

Partahi Mamora Halomoan
Lumbantoruan
• Partahi Mamora Halomoan Lumbantoruan
Hometown: Blacksburg, Virginia (originally from Indonesia)
Ph.D. student, Civil Engineering

Doctor of Philosophy, Civil Engineering

Partahi M. Lumbantoruan, a Ph. D. student in civil engineering at
Virginia Tech, was calm, caring, and talented. He was known and
loved in his neighborhood as someone who was always ready to
help others.

A native of Indonesia, he was born on April 26, 1972, and earned
his B.S. in 1997 and his master’s degree in 2000, both in civil
engineering, at Parahyangan Catholic University.

―Mora,‖ as he was known to friends and family, came to America in
January 2004 to earn his doctorate. He became a member of the
geotechnical family at Virginia Tech and of the Indonesian
community, which is like a big family. He enjoyed going out for
lunch, attending football games, grilling saté for the international
street fair, taking road trips, and engaging in spiritual and intellectual
discussions. Although he was quiet and shy, he was quick to join in
lively political discussions, especially those relating to Indonesian
political affairs.

Lauren Ashley McCain
• Lauren Ashley McCain
Hometown: Hampton, Virginia
Freshman, International Studies


Lauren Ashley McCain, a tribal member of the Choctaw Nation,
was a freshman from Hampton, Va., majoring in international
studies. She loved the Virginia Tech campus, her professors, and
fellow students and said that Virginia Tech was ―almost heaven.‖ At
Tech, she loved those she met with the same love that her God
and her hero, Jesus Christ, had shown her and told them about
Him.

Lauren took her studies very seriously and strived for excellence.
She spoke often with her professors and their teaching assistants
and was never satisfied with less than her best. As much as she
cared about learning, she cared about people more. She had a
quirky sense of humor and love of life that she shared with
everyone. Her smile was always bright and ready to cheer those
around her. She had the divine ability to make you feel like you
were her best friend.

Daniel Patrick O’Neil
• Daniel Patrick O’Neil
Hometown: Lincoln, Rhode Island
Masters student, Environmental Engineering

Master of Science, Environmental Engineering

Daniel Patrick O’Neil of Lincoln, R.I., a master’s degree student in
environmental engineering at Virginia Tech, was a scientist and
an artist.

He loved math and earned a B.S. in civil engineering from
Lafayette College, discovering his interest in the environment as
an EXCEL Scholar, a Lafayette program that involves
undergraduates in research. In 2005, Daniel studied storm-water
runoff in a Pennsylvania creek and the effects of urban
development on flooding and decided on hydrology as a career.
He worked as a junior engineer at Pare Engineering in Lincoln
during the summer 2006 and over Christmas break 2006-07. At
Virginia Tech, he worked as a teaching assistant in civil and
environmental engineering.

Juan Ramon Ortiz-Ortiz
• Juan Ramon Ortiz-Ortiz

Master of Science, Civil Engineering

Juan Ramón Ortiz-Ortiz was born on Feb. 4, 1981, in San Juan, Puerto Rico. He
was the youngest of the three sons of Juan Ramón and Brunilda Ortiz. He also
has two sisters, Rosa Nilda and Rosa Angélica.

In 1999, Juan started his undergraduate studies in civil engineering at the
Polytechnic University of Puerto Rico. Two years later, he met his future wife,
Liselle Vega, while they were taking classes together. His college years were
characterized by his excellent academic performance and his love for the
environment. He also belonged to the American Water Works Association,
Water Environmental Federation, Colegio de Ingenieros y Agrimensores de
Puerto Rico, Society of Hispanic Professional Engineers, and American Society
of Civil Engineers, for which he served as chapter president for two years.
During his presidency, Juan planned field trips and student activities to help
increase the involvement of students in civil engineering. The student chapter
increased its membership significantly and took part, for the first time, in the
college newspaper generated by the Department of Civil and Environmental
Engineering. He was also part of the University Honor Board and a member of
the Middle States Association for Colleges and Schools Curriculum Committee
for the Polytechnic University of Puerto Rico. During his last year in college, he
worked as a physics and engineering tutor, helping students with their course
work and encouraging them to give their best.

Minal Hiralal Panchal
• Minal Hiralal Panchal
Hometown: Mumbai, India
Masters student, Architecture

Master of Science, Architecture

Throughout her short life, Minal Hiralal Panchal strengthened her
family with her childlike enthusiasm and infectious laughter, which
always served to brighten their days. Her loved ones will remember
her kindness, her lifelong passion for architecture and the built
environment, and her ability to focus on her goals and dedicate herself
to challenges.

Minal was born in Borivali in Mumbai, India, on July 17, 1980. ―Minu,‖
as her family called her, developed a talent for watercolor painting,
which became an avenue for self-expression and emotional release,
as well as a tool for bringing her thoughts into perspective. She swam,
wrote poetry, read modern fiction, and enjoyed soft rock and Indian
Western fusion music.

Daniel Alejandro Perez
• Daniel Alejandro Perez
Hometown: Woodbridge, Virginia
Student since summer 2006


Daniel Perez was a junior majoring in international studies. He was
21 years old and the son of Betty Cueva of Woodbridge, Va., and
Flavio Perez of Peru.

Daniel left his homeland of Peru with his mother and sister in 2000
and attended two high schools and two community colleges before
enrolling in Virginia Tech in fall 2006. In high school, Daniel was an
accomplished swimmer, played tennis, and ran cross-country. He
was a member of the National Honor Society and graduated from
C.D. Hylton High School with honors in 2004.

Erin Nicole Peterson
• Erin Nicole Peterson
Hometown: Centreville, Virginia
Freshman, International Studies


Erin Nicole Peterson was born Aug. 17, 1988, in Fairfax, Va., to
Celeste and Grafton Peterson. An only child, Erin was a dedicated
―daddy’s girl‖ whose parents considered her their ―angel – their
dewdrop from heaven.‖

Erin’s early learning took place at Virginia’s Appletree Private School
and Merritt Academy. She graduated in 2006 from Chantilly, Va.’s
Westfield High School, where she was a member of the National
Honor Society. In addition to excelling in the classroom, Erin also
exhibited great skill on the basketball court. Wearing number 45, she
served on the school’s squad for four years, three as a varsity player
and, during her senior year, one as the team’s captain.

Erin entered Virginia Tech in fall 2006, majoring in international
studies. She had recently been elected co-president of EMPOWER,
an organization dedicated to building self-esteem and confidence in
young minority girls.

Michael Steven Pohle, Jr.
• Michael Steven Pohle, Jr.
Hometown: Flemington, New Jersey
Senior, Biological Sciences


Michael Pohle Jr., born in Newark, N.J., on Oct. 15, 1983, was always
curious about everything around him and was constantly venturing out
to learn new things.

As Mike grew, he became involved in various activities. These ranged
from learning to play music to earning his black belt in karate and
participating in team sports. Mike played soccer, lacrosse, and football
starting in grammar school and continued with football and lacrosse at
Hunterdon Central Regional High School in Flemington, N.J. He
played midfield on the Virginia Tech men’s club team for two years. In
his honor, the team wore Michael’s initials on their helmets when they
played in the SouthEastern Lacrosse Conference tournament.

Mike loved being part of a team, and there was nothing he would not
do for his teammates or his friends. He also never lost his love for
learning, either in the classroom or in life. He was set to graduate with
a B.S. in biology this May.

Julia Kathleen Pryde
• Julia Kathleen Pryde
Masters student, Biological Systems Engineering

Master of Science, Biological Systems Engineering

As a dedicated environmentalist, it was a natural for Julia Kathleen
Pryde of Middletown, N.J., to choose biological systems
engineering for both her 2006 B.S. and for her master’s degree. It
was also natural for her to care deeply for others, as she showed
when she traveled to Ecuador and Peru last summer to conduct
research on water purity to help create a more sustainable form of
agriculture that would help the poor residents of the Andes.

Julia, who was born Sept. 7, 1983, participated in swimming for her
high school, the local swim club, and the YMCA. She enjoyed
soccer and softball. She had a great interest in music and was a
volunteer at the Lyric Theatre in Blacksburg.

Mary Karen Read
• Mary Karen Read
Hometown: Annandale, Virginia
Freshman, Interdisciplinary Studies

Bachelor of Arts, Interdisciplinary Studies

Mary Karen Read, a freshman majoring in interdisciplinary
studies, was born on Jan. 30, 1988, at the U.S. Army hospital in
Seoul, South Korea. She lived in Texas, California, Seoul,
Tennessee, and Virginia Beach before settling into her new
hometown of Annandale, Va., for middle and high school.

Mary was contemplating a career in elementary education. On
campus, she was a member of Campus Crusade for Christ and
had applied to be a Bible study leader. She was to have been
notified of her acceptance on Monday, April 16. Her deep faith
was evident in every aspect of her life.

Reema Joseph Samaha
• Reema Joseph Samaha
Hometown: Centreville, Virginia
Freshman, University Studies

Bachelor of Arts, Public and Urban Affairs

Reema Joseph Samaha was the youngest of three children born to
Joseph and Mona Samaha of Centreville, Va. She lived in
Centreville for her entire life, but she truly was a citizen of the world.
She embraced her Lebanese heritage, was an active member of the
Melkite Greek Catholic Church, traveled to the Middle East, and
studied the languages and cultures of that part of the world. At
Virginia Tech, she intended to minor in French and international
studies.

Family came first for Reema. She had an exceptionally warm and
close relationship with her parents and adored her older brother,
Omar, who preceded her to Virginia Tech. Sister Randa, a junior at
the University of Virginia, was her counterpart. They shared friends,
traveled together, and visited one another at their respective
schools. Reema also loved spending time with her beloved
grandparents, aunts, uncles, and cousins.

Waleed Mohamed
Shaalan
• Waleed Mohamed Shaalan
Hometown: Blacksburg, Virginia (originally from Egypt)
Ph.D. student, Civil Engineering

Doctor of Philosophy, Civil Engineering

Though he had a hectic schedule juggling classes, research, and
teaching-assistantship responsibilities, Waleed Shaalan, age 32,
always made time for the people around him. He was known for his
broad smile and the friendly wave with which he greeted everyone.

Waleed came to Virginia Tech in August 2006. An international
doctoral student in engineering originally from Zagazig, Egypt, he
had no family members in the United States, but he quickly
became an essential member of the Blacksburg Muslim
community.

Waleed Shaalan left behind Amira, his wife of three years, and his
1-year-old son, Khaled.

Leslie Geraldine Sherman
• Leslie Geraldine Sherman
Hometown: Springfield, Virginia
Junior, Honors Program, History

Bachelor of Arts, History

Leslie Geraldine Sherman, a junior in the Virginia Tech Honors
Program majoring in history and international relations, was an
inspiration, a young woman who could literally ―do it all‖ and
excel.

For Leslie, her hometown of Springfield, Va., was a base from
which to explore the world. She loved photography, visiting
historical sites and museums—particularly those relating to early
American history—reading, running, and traveling throughout the
United States (Seattle was a favorite location) and around the
world. She had made two trips to Argentina and one to Ecuador
that she paid for herself with money she had earned and saved.
Within the past year, she made trips with her mother to Jamaica
and to London. Her next area of study was to be Russia; she
planned to learn the language and culture. She was scheduled to
spend the first summer semester in a six-week program in
Moscow, Russia, with a side trip to St. Petersburg.

Maxine Shelly Turner
• Maxine Shelly Turner
Hometown: Vienna, Virginia
Senior, Honors Program, Chemical Engineering

Bachelor of Science, Chemical Engineering

Maxine Shelly Turner, or ―Max‖ to her friends and family, was an
honors student from Vienna, Va., set to graduate with a degree in
chemical engineering in spring 2007. She was
brilliant, beautiful, and extraordinarily talented—although she
would have denied all of the above. She excelled at everything
she committed herself to, including swing dancing, Tae Kwon
Do, schoolwork, violin, or just her favorite video game: Zelda. She
made it all look easy.

During her time here at Virginia Tech, she helped found a chapter
of Alpha Omega Epsilon. One of 12 founding members, Max
believed in the importance of having a professional sorority for
female engineers at a school known for its excellent engineering
programs. She was very active within the sorority, holding such
offices as community outreach chair and professional life chair.

Nicole Regina White
• Nicole Regina White
Hometown: Smithfield, Virginia


Nicole Regina White, the daughter of Mike and Tricia White, was
born Aug. 23, 1986. A graduate of Smithfield High School, she
had one brother, Evan. A junior at Virginia Tech, Nicole was
majoring in international studies with a minor in political science.

Nicole was a giving person who, even in high school, completed
emergency medical training and served as a volunteer with the
Smithfield, Va., Volunteer Rescue Squad. She was active in the
YMCA and worked as a lifeguard as well as a swimming
instructor. While at Virginia Tech, she was an active volunteer at
both the local animal shelter and the battered women’s shelter.

IACLEA Special Task Force
Raymond H. Thrower, Past President, IACLEA, GAU

Steven J. Healy, Past President, IACLEA, Princeton
University (co-lead)

Dr. Gary J. Margolis, Past General Chair, IACP University &
College Police Section, University of Vermont (co-lead)

Michael Lynch, George Mason University

Dolores Stafford, Past President, IACLEA, The George
Washington University

William Taylor, Chair, IACLEA Government Relations
Committee, Rice University
S

Task Force Goals
Analyze governmental and non-governmental reports

Synthesize recommendations

Add context to those with greatest implications for
campus safety

S

Context of Campus Violence
Virginia Tech most lethal, but not the first

14 campus rampage shootings since 1966

Significantly more in K-12 schools

Homicidal violence on campus is not new, nor is it
exclusive to students

Suicide remain an important concern

Approximately 1,100 students each year

High-risk drinking deaths
S

Context of Campus Violence
Type of Violence 2004 2005 2006
Murder 16 13 8
Forcible Sex Offenses 2,689 2,722 2,703
Robbery 2,077 2,055 2,055
Aggravated Assault 2,995 2,906 3,022
Arson 1,072 1,024 975
Injurious Hate Crimes 30 31 39
Illegal Weapons Possessions 1,377 1,450 1,412

SOURCE: US DEPT OF EDUCATION, OFFICE OF POST SECONDARY S
EDUCATION

The Landscape
High risk drinking
Terrorist threat
Illegal & prescription drug use
and abuse Fire and Life Safety
Violence Mental illness and suicide
VAW Health Crises
Criminal Food poisoning, food-borne
intrusions, including illness, Pandemic
rampage shooters
Natural disasters

S

Suspect on the Loose at Delaware State

Foundational Areas

I. Emergency Planning & Critical Incident
Response
II. Empowering Campus Public Safety
III. Prevention & Education Programming

S

Emergency Planning & Critical
Incident Response
1. Physical and procedural Threat and Risk
Assessment*
2. MNS and Interoperable Communications (Timely,
Accurate, and Useful)*
3. National Incident Management System (NIMS);
emergency response plans*
4. Emergency Response Plans
5. Mutual aid plans and agreements, including for
victim services
6. First Responder EMS/EMT training
G

Physical and procedural threat and
risk assessment

“How far to go in safeguarding campuses, and
from which threats, needs to be considered by
each institution. Security requirements vary
across universities, and each must do its own
threat assessment to determine what security
measures are appropriate.”
Virginia Governor’s Virginia Tech Review Panel

Predictable Surprises!

G

Why do institutions have duties
to prevent harm?

You own/control premises
You operate programs, on and off campus
Sometimes, you have “special relationships”
with students

J

What Risks Should You
Anticipate?

Premises-related risks
Risks due to employee/other negligence
Risks from those who intend to cause harm
Sometimes, risk of students’ harm to
themselves

J

How to Fulfill Duties?

Plan alternatives
• One approach: script, “cookbook” approach
(not recommended)
• Better approach: flexible, all-hazards
“concept of operations” plan
(recommended)

J

Participant Question
Which features does your campus have or plan to put
in place to secure your classrooms/laboratories?
Telephones in each classroom/laboratory
Classroom door hardware to allow
classrooms/labs to be locked from the inside
Intercom systems to announce emergency
messages inside buildings

G

Security Risk Assessment

Universities should conduct a risk
assessment and choose a level of security
appropriate for their campus
Environments change (and so do risks)
Legal landscape changes
Higher Education Act

G

Mass Notification Systems
“The Virginia Tech shooting highlighted the importance of
effective and timely communications when responding to a
violent critical incident. Every campus should be able to
expeditiously communicate both internally to the entire
campus community, and externally with its local public safety
mutual aid and emergency services providers. Every campus
should have some type of mass notification systems in place.
Mass notification systems should be both layered and
redundant – no single means of communications should be
solely relied upon to reach the entire campus community.”
The Report of the University of California Campus Security Task

S

Which of the following emergency notification systems does
your campus have or plan to put in place?

Mass text/email/voice mail system

Computer network emergency "splash screen"

Intercom system

Private warning sirens

Emergency notification on campus cable TV system

Centralized emergency message on campus digital signage
system
S

Multi-layered, multi-modal communications
is an ABSOLUTE!
• No one single system is sufficient
• Traditional MNS system
• Outdoor public warning systems
• Indoor warning systems

S

Multi-modal communications

• Several devices simultaneously
• Text/SMS
• Mobile phones (voice)
• Landline phones
• Email

S

Multi-modal Communications

S

Challenges with
Implementation
Choosing the vendor
Hosted versus Non-hosted systems
Capacity and promises
Maintaining the database
Opt-in/Opt-out
Testing the system
Authority Access Questions
Developing model templates S/G


• The TAU of Mass Notification
• Timely, Accurate, and Useful

S

Interoperable Communications
“Every day, emergency response personnel
respond to incidents of varying scope and
magnitude. Their ability to communicate in
real time is critical to establishing command
and control at the scene of an emergency, to
maintaining event situational awareness, and
to operating overall within a broad range of
incidents.”
National Emergency Communications Plan, July
2008 S

Interoperability, Defined

“The ability of public safety service and
support providers—law enforcement,
firefighters, EMS, emergency management,
the public utilities, transportation, and
others—to communicate (voice and data)
with staff from other responding agencies on
demand and in real-time.”
National Institute of Justice “Guide to Radio Communications
Interoperability Strategies and Products”

National Incident Management
System (NIMS) & Response Plans

“Colleges and universities should ensure that all agencies
that are or may be involved in the response to an
emergency on their campuses are trained in National
Incident Management System (NIMS), which should form
the common operating structure for any response. All key
decision makers at a college or university should be
familiar with NIMS.”

Illinois Campus Safety Task Force, April 2008

G

“Develop a campus emergency response plan template
for each postsecondary sector – career technology
centers, community colleges and universities. A
standardized template would assure that every campus
appropriately covers all potential security and safety
issues in their emergency response plans. In addition, a
standard documentation structure would be extremely
helpful to external agencies that may be called in to
assist with large-scale incidents. All emergency response
plans should be developed in cooperation with local law
enforcement.”
State of Oklahoma Campus Life and Safety and Security Task Force, January 2008 G

“Each campus should designate an individual to
coordinate emergency and homeland security
operations. This individual should serve as the
campus point of contact with the Missouri Office of
Homeland Security and the local first-responder
community and should have access to alert
through the statewide notification network. This
individual should report to the institutions chief
executive officer and have access to the executive
staff.”
Missouri Campus Security Task Force, 2008
G

Where to find Guidance

Beyond NRP, there are few statutes, court
decisions mandating what institutions must do
 Higher Education Act

Good news: published, best practice
summaries (e.g., Blueprint for Safer
Campuses) and post-incident reports may be
used to establish standard of care
 New guidelines from Dept of Education

G

Where to find Guidance

Bad News: If institution does not consider
recommendations and findings of summaries
and reports, argument will be that this
course of action falls below standard of care

G

HSPD-5
Created a National Response Plan (NRP)
Under the NRP, a National Incident
Management System (NIMS) developed
Ensures consistent nationwide framework for
local, state, and federal agencies
Use of the Incident Command System (ICS)

G


How many of you have made significant
modifications to your emergency plans
within the past 2 years?
• Where these changes proactive or as a
result of critical incidents at your or other
institutions?

G

Critical Incident Defined

An extraordinary event which places lives and
property in danger and requires the
commitment and coordination of numerous
resources to bring about a successful
resolution

G

Goals for the Institution

Contain and resolve critical incident
effectively
Restore normal operations and core business
and educational functions

G

Why Develop a Plan?

Most importantly, mitigate risk and minimize
harm
Fulfill legal duty to exercise reasonable care
to prevent foreseeable harm

G

Most Common Challenges
Communications

Who’s in Charge?

Resources and Resource Coordination

Intelligence gathering and problem assessment

Crowd and traffic control

Environment

Planning and training

Media

Politics
G

Concept of Operations,
Defined
Provides an “All Hazards” campus wide
operational plan
Provides effective and efficient incident
management, from pre-planning initial
response through recovery
Provides effective communications internal
& external
System for incident management while
providing critical campus operations
G

Campus Concept of
Operations

Executive Policy Group
Emergency Operations Center (EOC) (staffed
by the Emergency Planning Group)
Command Post Operations
Initial Response

G

Campus Concept of
Operations
Initial response
• Scene isolation & stabilization
Command post operations
• Scene management & resolution

G

Campus Concept of
Operations
Emergency Operations Center (EOC)
• Focus on impact of the incident on the
operation of the institution
• Provide coordination and networking with
scene(s)
• Major logistics, maintenance of routine
operations

S

Campus Concept of
Operations
• Executive Policy Group (provides overall guidance)

• Focus on impact to the institution

• Organize and direct policy decisions

• Insulate

• Inform and update VIPs

• Politics

• Message to the campus & public
S

Checklist for Emergency
Response & Recovery Plan
• Administrative Framework

• Levels of emergency response

• Phases of emergency

• Definitions (executive authority; policy group;
emergency planning group; roles for each)

• Key roles

• EOC
G


• Response Framework
• Declaration & coordination of emergency
condition
• Emergency communications

G

• Plans & Agreements

• All hazards list

• Sample communications messages

• Mutual aid agreements

• Other IHE’s
• Area first responders

G

Next Steps

• STEP 1: Get organized

• STEP 2: Identify hazards and conduct a risk
assessment

• STEP 3: Develop or update emergency
management plan

• STEP 4: Adopt and implement the plan

G

Empowering Campus Public Safety

7. Public safety executive report to senior
operations officer*
8. Regularly review physical security
infrastructure*
9. Nature of emergency directs what and how
campus authorities communicate with campus
and under what timeframe*
10. Interoperable communications
11. Enabling legislation
G

Public Safety Executive Report to
Senior Operations Officer
“Campus police must report directly to the senior
operations officer responsible for emergency decision
making. They should be part of the policy team deciding
on emergency planning.”
Virginia Governor’s Virginia Tech Review Panel

EMU’s and Laura Dickinson murder:

“Among the chief reasons cited was that the interests
and objectives of DPS conflict with some of the other
interests and objectives served by student affairs.”
Butzel Long Report S

Regularly Review Physical Security
Infrastructure

…each campus incorporate traditional Crime Prevention through
Environmental Design (CPTED) processes in the reconstruction and
refurbishment of any campus buildings, as well as in design of all new
buildings.

…where feasible, each campus ensure appropriate physical security
devices, including surveillance cameras and card-controlled access to
facilities, are in place.

Pennsylvania College Campus Security Assessment Report, 2008

(Ensure evidence-based approaches)

S

Empowering Campus Public
Safety

12. Accreditation (CALEA, IACLEA, state)
13. Campus police should be armed
14. Involuntary hospitalization
procedures
15. Right people, right training
G

Right People, Right Training
“Campus police are often the first responders to campus violence,
and may have the initial interactions with students or others whose
behavior may indicate a potential for violence. Despite this, and
perhaps because campuses are widely seen as safe environments,
some campus law enforcement participants indicated that they are,
in some cases, understaffed or lack resources for training, which
may leave them less than ideally prepared for crisis incidents on
campus.”
Report to the President on Issues Raised by the Virginia Tech Tragedy
“Sworn campus police officers should be armed and trained in the
use of personal or specialized firearms.”
Campus Violence Prevention and Response – Best Practices for
Massachusetts Higher Education, June 2008
G


• How many of you currently employ sworn
officers? Non-sworn officers?
• How many have changed within the past two
years?
• How many are anticipating a change in the
near future?

S/G

Right People, Right Training
Appropriate level of safety and security
Response Capability
Enabling legislation
Control
Decision v. Default

S

Appropriate Level of Safety and
Security

Security risk assessment & mitigation
Demographic & location
Campus culture
Crime data

G

Response Capability

Area first responders
Memoranda of Understanding
Armed v. Unarmed
Level of training
Institutional self-reliance
Response options

G

Enabling Legislation

Level of authority
Type of authority
To whom is the authority delegated

S

Control
Influence over law enforcement activities on
campus
Policing function alignment with institutional
culture

S/G

Decision v. Default

Why does the institution have what it has?
What processes were engaged to arrive at
the current state?

S

Prevention & Education
16. Records Checks
17. Behavioral Threat Assessment*
18. VAW Crimes Prevention
19. Faculty, Staff, Student Training
20. Victim Advocacy

S/G

Behavioral Threat Assessment

Positive interaction between a student “who poses a risk”
and faculty, staff, and other students can be the best
method for early identification and intervention.

“Faculty, staff, and students will frequently observe
behavior that is beyond the norm. Too often, however,
faculty, staff, and students will not know early warning
signs, are unaware of procedures for referral of students in
crisis, or do not want to become involved. Additionally,
they may be unsure of their evaluation of the student and
hesitate to become involved.”

Florida Gubernatorial Task Force for University Campus Safety
S

Facts About Serious Campus
Violence
Perpetrators of serious school/campus violence don’t
just snap

Most (over 75%) consider, plan and prepare before
engaging in violent behavior

Most (over 75%) discuss their plans with others
before they attack

SAFE SCHOOLS INITIATIVE AND DRS. GENE DEISINGER AND MARISA
RANDAZZO

Facts About Serious Campus
Violence
There is no useful profile of a campus, school or workplace
shooter, but…

Most (90%) concern several others with troubling
behavior

Most are suicidal or at a point of desperation

In other words, we can’t tell by appearance, but behavior
says a lot

SAFE SCHOOLS INITIATIVE AND DRS. GENE DEISINGER AND MARISA
RANDAZZO

Behavioral Threat Assessment

“The Workgroup examined criticisms of the federal
Family Educational Rights and Privacy Act that have
been widely reported in the media which alleges that
the provisions are an impediment to the appropriate
sharing of student mental health related information
among University officials, concerned family
members, and designated others. These allegations
do not appear to be supported by a close reading of
the law itself.”
The Report of the University of California Campus Security Task
Force
S

Concealed Carry
IACLEA does not support the carry and
concealment of weapons on a college
campus, with the exception of sworn
police officers in the conduct of their
professional duties.

G

Security Technology

Campuses should continue to implement
proven security technology to enhance safety
on campus… however, campuses must
evaluate research to ensure ample evidence
of effectiveness

S

Conclusion

What we should be doing:
Collaborating
Within our institutions
Cooperating
With our local first responders
Creating
Innovation approaches to enhancing
campus safety
What is the next “Big Thing?”

"Safety and security don't just happen,
they are the result of collective consensus
and public investment. We owe our
children, the most vulnerable citizens in
our society, a life free of violence and
fear."

Nelson Mandela,
former president of South Africa

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www.Margolis-Healy.com

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