'A profound effect on how I see myself and the world around me': what students found meaningful about taking an academic course intended to reduce campus sexual violence.

Sexual violence is common on US college campuses and can result in negative health and academic outcomes. Credit-bearing courses are a possible innovative intervention, but few have been studied, and little is known about enrolled students' experiences. Our institution, located in the Southern United States, developed a semester-long class as a curricular intervention after our institutional climate survey results showed high rates of sexual violence among undergraduate students. Students enrolled in the course wrote a final reflection paper on what they found meaningful about the class (N = 62). Qualitative conventional content analysis was used to examine what students found most salient. Three overarching categories emerged: course content, course delivery and course impact, each with multiple themes. For course content, students wrote about 22 different topics from the class. For course delivery, students discussed the open forum to discuss sexuality, the importance of taking the course in their first year of college and the course structure. For course impact, students discussed gaining new knowledge, questioning prior assumptions, experiencing personal transformation and feeling empowered to act. Results indicated that students had a powerful class experience and that this kind of educational intervention has the potential to positively impact enrolled students.

The Multimethod Evaluation of a Curricular Intervention Intended to Reduce Sexual Violence on a College Campus: A Synthesis of Findings and Lessons Learned.

Sexual violence is a major problem on college campuses, and innovative solutions are needed. Our university created a semester-long, credit-bearing, academic course as a curricular intervention intended to reduce sexual violence on campus. In this article, we describe the multiple methods used to evaluate the course, including a pre-post online survey with a quasi-experimental design, a qualitative content analysis of student reflection papers, and semistructured interviews with previously enrolled students conducted by a peer interviewer 3 months after course completion. The synthesis of evaluation findings indicated that an academic course has the potential to positively affect campus climate around sexual violence. Furthermore, using multiple methods enabled us to create a theory of change that illustrates how key course components shaped students' knowledge, attitudes, and behaviors about sexual violence, thereby ideally generating campus change. Results have been used by various stakeholders for both practice-based and scholarly purposes. We provide lessons learned and implications for practice that are transferable to other multimethod curricular intervention evaluations regardless of topical focus, including the many ways in which using multiple methods added value to the study; the considerable investment of time and resources needed when using multiple methods; the challenges that can arise when integrating findings across methods; the major benefits of having a multidisciplinary research team consisting of faculty and students; and the need to engage in critical reflexivity.

College Student Perceptions of the Root Causes of Sexual Violence Before and After a Curricular Intervention.

Campus sexual violence is prevalent and consequential. After a climate survey at our university revealed high rates of sexual violence, a semester-long academic course was designed as a curricular intervention for first-year students. This study examines an assignment completed at the beginning and end of the course. Students were asked: "What are the root causes of sexual violence?" Thematic analysis of papers revealed that many students altered or expanded their thinking to more complex, structural factors compared to their initial perceptions. An academic course may broaden students' understanding of the determinants of sexual violence.

Teaching to Impact Sexual Violence? The Evaluation of a Curricular Intervention for First-Year College Students.

PURPOSE: To evaluate whether a semester-long course for first-year undergraduates influenced knowledge, attitudes, and behavioral intentions about gender, sexuality, and sexual violence. DESIGN: Quasi-experimental survey design. SETTING: A private university in the Southeastern US. PARTICIPANTS: Undergraduates enrolled in an intervention (n = 49) or comparison (n = 60) course in Fall 2018. MEASURES: Sociosexual Orientation Inventory, Sexual Conservatism, Heteronormative Attitudes and Beliefs, Illinois Rape Myth Acceptance Scale, Bystander Efficacy Scale, Consent Myths, Sexual Misconduct Apathy, Campus Resource Awareness Index. ANALYSIS: A 2-way mixed-factorial ANOVA. RESULTS: Relative to the comparison group, students in the intervention course had significantly greater rates of change in reducing heteronormative views, decreasing sexual misconduct apathy, and increasing awareness of campus resources for sexual violence. CONCLUSION: A semester-long course targeting first-year undergraduates can potentially influence knowledge, attitudes, and behavioral intentions regarding sexual violence and create a more positive campus climate.