James Wilkerson is the Associate Dean of Students at Indiana University Southeast. A Kentuckiana native, he earned his bachelor’s degree in English and his Juris Doctor from the University of Louisville, along with a master’s degree in Communication from Bellarmine University.

Since 2015, Wilkerson has been a national advocate and speaker on sexual assault prevention, healthy masculinity, and bystander intervention. He is a three-time TEDx speaker and the author of two Amazon best-selling books in the Gender and Law category, The Title IX Guy and Consent Is ____: The Things They Didn’t Teach You in Sex Ed. He teaches his signature course, Advanced Issues in Criminal Law: Sex Offenses, at the University of Louisville Brandeis School of Law, as well as a Title IX seminar. Through his publishing press, Prose and Proof, he regularly publishes a sexual assault journal featuring the writing and research of law students.

Wilkerson has been recognized by Louisville Business First’s 20 People to Know in Law and Forty Under 40, Southern Indiana Business’ Twenty Under 40, and is a three-time recipient of LEO’s Best Local Writer award.

Audience: New fraternity candidates/fraternity members

Time: Approximately 1 hour

Synopsis: This presentation is a deconstruction of sexual consent. Audience members will learn what consent is, the types of consent there is, when they no longer have consent, what consent covers, how men can give consent and how consent is affected by alcohol. James uses stories from his undergraduate days as a fraternity member to provide examples that are relatable, entertaining, and educational in this engaging presentation.

Learning Objectives:

- The definition of consent.
- Express consent vs implied consent.
- How consent is withdrawn.
- The range of activities consent covers.
- Men giving consent and male victimhood.
- The effect of alcohol on consent.

Audience: All students

Time: Approximately 1 hour

Synopsis: This presentation takes a deep dive into what sexual assault looks like in college, allowing student to learn what to call the things they encounter. Areas covered include how the law includes fear as an element of rape, the role drugs and alcohol play in rape/sodomy (depending on state law) and how “innocent” actions can be viewed as sexual abuse/misconduct. Students are also educated on resources available to them through campus, community, and legal resources. Finally, in a section called “The Things We Tell Girls,” the audience looks at several bits of common advice and how it should apply to all genders and sexes.

Learning Objectives:

- The role fear, substances, and “playing around” play in collegiate sexual assault.
- Campus and community resources that are available to students.
- Ways to approach collegiate sexual misconduct as a community.

"When We Cry" is a reflective and practical speaking program that explores how early socialization shapes men’s emotional lives and often discourages vulnerability, help-seeking, and honest conversations about pain. The program examines the ways men are taught to suppress emotion, overlook supportive resources like therapy, and normalize unresolved trauma—often at significant personal, relational, and professional cost. Through storytelling, research-informed insights, and real-world examples, participants are invited to reconsider long-held beliefs about masculinity and emotional strength. The program concludes with three actionable takeaways: updating “The Man Box” to allow healthier expressions of masculinity, committing to model the change we want to see in others, and intentionally checking in on friends and colleagues to foster connection and accountability.

Learning Objectives
Participants will be able to:

1. Identify how early male programming and traditional masculinity norms impact emotional expression.

2. Recognize the consequences of unaddressed trauma and the barriers men face in accessing support such as therapy.

3. Apply practical strategies to redefine masculinity, support peers, and promote healthier conversations.

Audience: While geared towards male students, this can be presented to all students

Time: 45 minutes

Synopsis: James’ signature presentation explores how sexual assault is a byproduct of unhealthy masculinity. The audience will make the connection of how dominion and entitlement allow the fruits of unhealthy masculinity to grow. James looks at the Incel community as well as stories from his experience as a fraternity member as examples of how unhealthy masculinity negatively effects organizations and sexual transactions. Lastly, the audience will learn how to combat unhealthy masculinity in their own organizations and turn it into healthy masculinity. James has turned this lecture into a TEDx Talk for TEDxBloomington. He has also presented this lecture at events such as Harvard University’s Sex Weekend.

Learning Objectives:

- The behaviors unhealthy masculinity produces.
- How unhealthy masculinity leads to sexual assault.
- The role that the desire for control and entitlement play in creating unhealthy masculinity.
- How older generations continue the cycle of unhealthy masculinity in our organizations.
- How to combat unhealthy masculinity when we see it as a team.

Audience: All students

Time: Approximately 1 hour

Synopsis: This presentation focuses on a sexual assault that happened in 2016. On October 24th, a young girl was the victim of a gang rape in the courtyard of her high school during her homecoming dance. As the attack continued for over 2 hours, a group of people stood by and watched this attack. However no one acted to help her. Using this fact pattern, the audience is walked through the barriers that exist that stop people from getting involved, including the diffusion of responsibility and acting in socially acceptable ways. Next, the audience will learn different tools they can use to overcome their barriers and become active bystanders. These tools include direct action, intervention through interference, and intervention through delegation. Lastly, the audience will understand that sexual misconduct is in fact and community issue and as such, requires a community solution.

Learning Objectives:

- The barriers that prevent us from intervening.
- The tools in the bystander toolbox.
- Why we must approach sexual misconduct as a community.

Implicit bias is a DEI buzzword that we've all heard at some point. But what exactly is implicit bias and how does it affect our recruitment process?

In this session, audience members will learn the anatomy of the implicit bias including the role personal experience plays in its creation and just how prevalent this specific type of discrimination is. Audience members will also understand the negative impact implicit bias has on recruitment process in how it blinds us from selecting the best possible candidates for our chapters, universities, teams, or companies. Lastly, audience members will learn strategies to eliminate implicit bias from our recruitment processes.

Learning Objectives

- Define implicit bias is and the different types that exist.
- Investigate the negative effects it has on our recruitment process.
- Review strategies to eliminate explicit bias from recruitment.

This presentation offers a comprehensive overview of the U.S. Equal Employment Opportunity Commission (EEOC) and its impact on higher education institutions. Designed for college professionals, it outlines the key federal laws enforced by the EEOC, such as Title VII, ADA, ADEA, and more, and explores how these laws shape hiring, promotion, and workplace equity.

Special attention is given to the role of implicit bias in academic settings, illustrating how unconscious prejudices can lead to discrimination. Attendees will learn strategies to recognize and reduce bias, support institutional compliance, and foster a culture of inclusion through transparent policies and equitable practices.

Learning Objectives- By the end of this presentation, participants will be able to:

1. Explain the role and authority of the EEOC in enforcing anti-discrimination laws.
2. Identify key federal laws related to employment equity and how they apply in higher education.
3. Recognize common challenges such as implicit bias and systemic inequities in campus settings.
4. Understand their responsibilities in promoting compliance and equitable practices.
5. Apply best practices to support fair hiring, promotion, and workplace culture.