# Safety-Focused CAP Assignments for Community College Students

## Rationale

Research by Ballard, Cohen, & Littenberg-Tobias (2016) found that action civics projects focused on **safety themes** produced the strongest and most consistent effects on civic outcomes including civic commitment, civic self-efficacy, and civic knowledge. The researchers theorized that safety projects succeed because they:

1. Address a **fundamental human need** (Maslow, 1943)
2. Feel both **important and addressable** to students
3. Involve **direct personal stakes** rather than abstract issues
4. Often operate in contexts where students have **agency** (peer and community settings)

These ten assignments adapt that insight for community college students, who have distinct safety concerns as commuters, working adults, parents, renters, and individuals navigating financial pressures.

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## Tier 1: Quick Engagement (5-10 points each)

### 1. Campus Emergency Preparedness Audit

**Description:**  
Complete the college's emergency notification sign-up (TCC Alert), then physically locate and photograph three emergency resources on your campus (AED locations, emergency call boxes, evacuation maps, tornado shelter areas). Submit photos and a 150-word reflection on whether you feel the campus adequately communicates safety resources to students.

**Deliverables:**
- Screenshot of TCC Alert enrollment confirmation
- Three photos of campus emergency resources with captions identifying location
- 150-word reflection

**Civic Connection:**  
How institutions communicate with citizens during emergencies; government mandates for public safety in educational facilities

**Points:** 5-10

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### 2. Know Your Rights: Police Encounter Preparation

**Description:**  
Review your legal rights during three types of police encounters (traffic stop, pedestrian stop, home visit) using resources from the ACLU or similar organizations. Create a wallet card or phone note summarizing key phrases and rights. Write a 200-word reflection on what you learned and how this knowledge affects your sense of safety.

**Deliverables:**
- Photo/screenshot of your wallet card or phone note
- List of sources consulted
- 200-word reflection

**Civic Connection:**  
Constitutional protections (4th, 5th, 6th Amendments); relationship between citizens and law enforcement

**Points:** 5-10

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### 3. Tenant Safety Rights Investigation

**Description:**  
Research Texas tenant rights related to safety (required locks, smoke detectors, security devices, landlord entry notice, right to repair and deduct). Identify the government agency that handles tenant complaints in Tarrant County. Submit a one-page summary of three safety rights you didn't previously know and the process for reporting violations.

**Deliverables:**
- One-page summary including:
  - Three tenant safety rights with legal citations
  - Contact information for relevant complaint agency
  - Step-by-step process for reporting violations
- List of sources consulted

**Civic Connection:**  
State and local housing codes; regulatory agencies; how laws protect residents

**Points:** 5-10

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## Tier 2: Moderate Engagement (15-20 points each)

### 4. Workplace Safety Deep Dive

**Description:**  
Research OSHA's role in protecting workers, then investigate safety requirements specific to your current or intended occupation. Identify how to file a workplace safety complaint and what protections exist against retaliation. Interview one working adult about a workplace safety concern they've experienced. Submit a 400-word report connecting your findings to the role of federal regulatory agencies.

**Deliverables:**
- 400-word report including:
  - Overview of OSHA's role and authority
  - Safety requirements for your occupation
  - Complaint process and whistleblower protections
  - Summary of interview with working adult
- Documentation of interview (date, relationship to interviewee—no name required)

**Civic Connection:**  
Federal regulatory agencies; how workers influenced safety legislation historically; whistleblower protections

**Points:** 15-20

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### 5. Community Traffic Safety Analysis

**Description:**  
Identify a dangerous intersection, crosswalk, or road segment in your daily commute or neighborhood. Document the hazard with photos/video. Research who is responsible for traffic safety improvements (city, county, TxDOT) and find the formal process for requesting safety improvements. Draft a formal request letter to the appropriate agency. Submit documentation and your letter.

**Deliverables:**
- Photos or video documenting the hazard
- Brief explanation of why this location is dangerous
- Identification of responsible agency with contact information
- Formal request letter (ready to send) requesting safety review/improvements
- 200-word reflection on what you learned about how citizens can petition for infrastructure changes

**Civic Connection:**  
Local government responsibilities; how citizens petition for infrastructure improvements; municipal decision-making

**Points:** 15-20

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### 6. Financial Predator Mapping

**Description:**  
Research predatory financial services targeting vulnerable populations (payday lenders, title loans, rent-to-own, for-profit colleges). Map locations of such businesses within 2 miles of your campus or home. Investigate what regulations exist (or don't) in Texas compared to other states. Write a 400-word analysis of whether current laws adequately protect consumers and what role government should play.

**Deliverables:**
- Map showing predatory financial service locations (Google Maps screenshot with annotations, or hand-drawn)
- Brief description of each type of predatory service identified
- Comparison of Texas regulations vs. one other state
- 400-word analysis addressing:
  - Current regulatory landscape
  - Gaps in consumer protection
  - Your position on government's role

**Civic Connection:**  
State vs. federal regulation; consumer protection agencies; how industry lobbying shapes legislation

**Points:** 15-20

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### 7. Food Security Resource Navigation

**Description:**  
Investigate food assistance resources available to community college students (SNAP eligibility, campus food pantries, community resources). Determine eligibility requirements, application processes, and barriers students face. Visit one resource in person (food pantry, SNAP office, or WIC clinic) and document the experience. Submit a 400-word reflection on how accessible these safety-net programs are for students.

**Deliverables:**
- Resource guide listing at least 5 food assistance options available to TCC students, including:
  - Eligibility requirements
  - Application process
  - Location and hours
- Documentation of in-person visit (photo, business card, or staff contact)
- 400-word reflection on accessibility and barriers

**Civic Connection:**  
Federal nutrition programs; how eligibility rules are set; the politics of public assistance

**Points:** 15-20

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## Tier 3: Deep Engagement (25-35 points each)

### 8. Domestic Violence/Crisis Resource Training

**Description:**  
Complete a training or orientation session with a local organization that addresses domestic violence, sexual assault, or crisis intervention (e.g., SafeHaven of Tarrant County, Rape Crisis Center, National Alliance on Mental Illness, or similar organization). Learn about available resources and how to support someone in crisis. Submit documentation of training completion plus a 500-word reflection on what you learned about the intersection of public policy, nonprofit services, and individual safety.

**Suggested Organizations:**
- SafeHaven of Tarrant County
- The Women's Center of Tarrant County
- Rape Crisis and Victim Services
- NAMI Tarrant County
- Crisis Text Line volunteer training

**Deliverables:**
- Documentation of training completion (certificate, email confirmation, or signed letter from organization)
- 500-word reflection addressing:
  - What you learned about available resources
  - How public policy (laws, funding) shapes these services
  - The role of nonprofits in public safety
  - How you might use this knowledge to help others

**Civic Connection:**  
Violence Against Women Act; how federal funding flows to local services; mandatory reporting laws; nonprofit role in public safety

**Points:** 25-35

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### 9. Emergency Management Agency Visit or Interview

**Description:**  
Arrange a visit to or interview with a representative from Tarrant County Emergency Management, Fort Worth Office of Emergency Management, or a local fire department's community outreach division. Prepare five questions about how they prepare for disasters, coordinate with other agencies, and communicate with the public. Submit your questions, their responses, and a 500-word reflection on what you learned about how government protects communities.

**Potential Contacts:**
- Tarrant County Office of Emergency Management
- Fort Worth Office of Emergency Management
- Local fire department community outreach/education division
- American Red Cross North Texas (for nonprofit perspective)

**Deliverables:**
- Documentation of visit/interview (photo, email exchange, or signed confirmation)
- Five prepared questions
- Summary of responses received
- 500-word reflection addressing:
  - How emergency management agencies prepare for disasters
  - Intergovernmental coordination (federal, state, local)
  - How agencies communicate with the public
  - What surprised you about emergency preparedness

**Civic Connection:**  
Intergovernmental coordination; FEMA and state/local relationships; public communication during emergencies; how emergency management has evolved

**Points:** 25-35

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### 10. Campus Safety Policy Review & Recommendation

**Description:**  
Obtain and analyze TCC's Clery Act crime statistics and campus safety policies. Compare TCC's safety resources and reporting with one other Texas community college. Attend a campus safety event or meet with TCC Police. Develop three evidence-based recommendations for improving student safety. Submit a formal 2-3 page policy brief suitable for presentation to campus administration.

**Required Components:**
1. Review TCC's Annual Security Report (Clery Act data)
2. Compare with one other Texas community college
3. Attend a campus safety event OR meet with TCC Police representative
4. Develop recommendations based on evidence

**Deliverables:**
- 2-3 page policy brief including:
  - Executive summary
  - Analysis of TCC's current safety data and policies
  - Comparison with peer institution
  - Three evidence-based recommendations
  - Documentation of campus safety event/meeting
- Reflection on the policy brief writing process (200 words)

**Civic Connection:**  
Clery Act as federal mandate; how federal law shapes institutional policy; student advocacy for policy change

**Points:** 25-35

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## Summary Table

| # | Assignment | Tier | Points | Key Civic Concept |
|---|-----------|------|--------|-------------------|
| 1 | Campus Emergency Audit | 1 | 5-10 | Institutional communication; public safety mandates |
| 2 | Know Your Rights | 1 | 5-10 | Constitutional protections; citizen-police relations |
| 3 | Tenant Safety Rights | 1 | 5-10 | Housing codes; regulatory agencies |
| 4 | Workplace Safety | 2 | 15-20 | OSHA; federal regulation; worker protections |
| 5 | Traffic Safety Analysis | 2 | 15-20 | Local government; citizen petitions |
| 6 | Financial Predator Mapping | 2 | 15-20 | Consumer protection; state vs. federal regulation |
| 7 | Food Security Navigation | 2 | 15-20 | Federal nutrition programs; safety net policy |
| 8 | Crisis Resource Training | 3 | 25-35 | VAWA; federal-local funding; nonprofit sector |
| 9 | Emergency Management Visit | 3 | 25-35 | Intergovernmental coordination; FEMA |
| 10 | Campus Safety Policy Brief | 3 | 25-35 | Clery Act; policy advocacy; institutional change |

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## Design Principles

These assignments follow the key characteristics identified in effective safety-focused civic projects:

| Principle | Application |
|-----------|-------------|
| **Personally relevant** | Address concerns community college students actually face—commuting, working, renting, parenting, financial pressure |
| **Addressable** | Each has a concrete, achievable deliverable within a reasonable timeframe |
| **Direct stakes** | Students learn about protections and resources that apply to their own lives |
| **Meaningful action** | Beyond just learning, students take steps (signing up, documenting, drafting letters, visiting agencies) that feel consequential |

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## Research Basis

Ballard, P. J., Cohen, A. K., & Littenberg-Tobias, J. (2016). Action civics for promoting civic development: Main effects of program participation and differences by project characteristics. *American Journal of Community Psychology, 58*(3-4), 377-390. https://doi.org/10.1002/ajcp.12103

**Key Finding:** Safety-themed projects produced treatment effects of:
- Civic commitment: +0.764 (p < .001)
- Civic self-efficacy: +0.563 (p = .003)
- Action civics knowledge: +0.675 (p < .001)

Projects focused on broader "social issues" showed no significant gains compared to control groups.

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*Document created: January 21, 2026*
*For use with the Civic Action Project (CAP) at Tarrant County College*