Assessment of Every Choice, Haven, and My Student Body: Sexual Assault, Relationship Violence, and Bystander Intervention Online Training Modules

Running head: SEXUAL ASSAULT PREVENTION AND EDUCATION 1 Assessment of Every Choice, Haven, and My Student Body: Sexual Assault, Relationship Violence, and Bystander Intervention Online Training Modules Chelsea R. Clark Missouri State University

SEXUAL ASSAULT PREVENTION AND EDUCATION 2 Table of Contents Executive Summary... 3 Purpose of Study / Description of Program... 6 Operationalization of Variables... 8 Study Design... 9 Population and Sampling... 10 Data Collection Instrument... 11 Detailed Presentation of Data Collection Activities... 12 Analysis of Data... 14 Results of Data Analysis... 15 Discussion of Results and Implications... 18 Action plan for Program Change... 19 Discussion of Barriers and Challenges... 20 Appendix A... 21 Appendix B... 27 Appendix C... 31 Appendix D... 35

SEXUAL ASSAULT PREVENTION AND EDUCATION 3 Executive Summary TO: Dean Michael Jungers FROM: Chelsea Clark DATE: November 21, 2013 SUBJECT: Executive Summary Introduction In March of 2014 the Violence Against Women Act (VAWA) will take effect at all United State Institutions of Higher Education. VAWA is an act signed into law by the President of the United State in an effort to curb sexual and domestic violence on college campuses. VAWA stipulates that universities should have a comprehensive training program that educates and promotes awareness of rape, acquaintance rape, domestic violence, dating violence, sexual assault, and stalking to all new and incoming students. In an effort to find an interactive training module that would be well received by a large number of stakeholders at the university, a focus group was put together. This focus groups main object was to view and discuss three different training programs, My Student Body, Haven, and Every Choice. Participants in the assessment were asked questions about how well the programs fit into the educational requirements for VAWA as well as how well they were presented overall for students viewing. Summary of Findings When Comparing My Student Body, Haven, and Every Choice. There are a few notable findings to point out. All sections were assessed on a scale from 1 to 5, 5 being the highest and 1 being the lowest. Quality of Content: Haven was ranked the highest with the average score of 4.9 out of 5. Participants stated that Haven s interactive videos were short but meaningful. Some Participants stated that answers to multiple choice questions and quiz questions through the module seemed to have obvious answers. Every Choice was ranked with 4 out of 5. Participants stated that Every Choice provided great real life stories and language for bystander intervention. However some parts of the video seemed random and out of place in relation to the overall concept. My Student Body was ranked with 2.9 out of 5. Participants stated that My Student Body was easy to cheat through the program and not actually learn the material. Additionally, the content of the video used victim-blaming language that was out of date.

SEXUAL ASSAULT PREVENTION AND EDUCATION 4 Overall Delivery Method: Haven was ranked the highest with the average score of 4.7 out of 5. Respondent s stated that some of the silent sections of Haven were off and made them feel awkward. However, the diverse subject matter and well-rounded presentation kept the audience engaged. Every Choice was ranked with 3.6 out of 5. Respondents thought that some of the delivery was to light hearted for the subject matter and seemed extremely out of place. My Student Body was ranked with 1.6 out of 5. Participant s stated that the overall delivery of My Student Body was weak when compared to more interactive models. Most participants agreed that students would not read all of the content provided. Educational Relevance to VAWA: Haven was ranked the highest with the average score of 4.3 out of 5. Participants agreed that Haven was the most educationally relevant because it touched on not only bystander intervention but also definition of sexual assault, stalking, and relationship violence. Every Choice was ranked with 3.3 out of 5. My Student Body was ranked with 3.3 out of 5. Every Choice and My Student Body were ranked with the same score due to the audience did not feel all bases of VAWA were being covered. Every Choice is a solely focused on being a bystander and does not talk about or educate audience members on specific definitions of Stalking, sexual assault, and so forth. My Student Body is completely written out and must be read by the audience rather than participated in electronically, due to this set back the participants felt as if students would not completely grasp the understanding of VAWA concepts. Overall Message to Students: Haven was ranked the highest with the average score of 4.8 out of 5. Contributors believed that the overall message given to students via Haven was educational and fun. Every Choice was ranked with 4.3 out of 5. Participants stated that by addressing current victims and including personal stories the awkwardness was taken out of the material and would be easy to relate to by students. My Student Body was ranked with 2.8 out of 5. Respondents believe that almost all students would not read through all of the material provided by My Student Body, due to this they believed the entire program would not be successful. Other factors Participants discussed included overall cost and accessibility for students with disabilities. At this time both Every Choice and Haven have the ability to provide closed captioning for students with hearing impairment. All programs possess the ability to test students before and after the content of the programs are viewed. During the content of the modules all students progress is monitored and reported in order to create data driven feedback for the university.

SEXUAL ASSAULT PREVENTION AND EDUCATION 5 Problems and Limitations When creating this assessment the largest problem encountered was the ability to gather a large group of people to come together at a singular time. All participants in the focus groups had busy schedules and getting everyone to agree to a singular meeting lasting long enough to cover all material of the given modules was a difficult task. Due to the schedules of some participants not all viewers were able to see all modules. Recommendations Through qualitative and quantitative evidence it would by my recommendation as well as the recommendation of the focus groups to implement Haven at Missouri State University. It is the recommendation of the focus groups to gradually implement this interactive sexual assault and relationship violence training program through small groups of students, gradually spreading throughout the university as a whole.

SEXUAL ASSAULT PREVENTION AND EDUCATION 6 Purpose of Study / Description of Program The purposed study came about because of the Violence Against Women act (VAWA) passed in 2013 for the purposes of making violence towards women a more talked about and public topic at universities of higher education. VAWA will go into affect in March of 2014, once the law goes into affect there are certain non-negotiable policy items that must also go into affect at colleges and universities across the county. Some of these items include reporting structure, investigation, and handling of all sexual misconduct that involves students of a college or university. The biggest piece however falls under the education regarding sexual violence and prevention of future acts of violence. This is a large part of what universities across the country to are looking into right now, what is the best way to educate our student body about the affects and dangers of sexual and relationship violence? At Missouri State University, the Dean of Students Office has been tasked with implementing new procedures to ensure that compliance of VAWA is achieved by March of 2014. The Missouri State University Student Conduct Office is housed within the Dean of Students Office. Because of this, the Student Conduct office has gone thought their entire investigation and hearing process for sexual assault cases and made sure that they are in fact complaint with new VAWA regulations. The last part of compliance comes down to training and prevention. There are absolutely training and prevention measures in place at Missouri State, but VAWA calls for stricter measures and more all encompassing programs than Missouri State has at the current moment. Having focus groups view three different online interactive training modules focused on sexual assault and relationship violence prevention and education

SEXUAL ASSAULT PREVENTION AND EDUCATION 7 is to ascertain which particular video will be a best fit at Missouri State University. This is the first step to implementing an ongoing rigorous prevention policy at the University.

SEXUAL ASSAULT PREVENTION AND EDUCATION 8 Operationalization of Variables For the purposes of this study the only variables in place were the answers given by participants. All data collected was centered on opinions and ideas gained from watching the three online training modules. A quantitative likert scale only excites within the assessment to help create a foundation for comments made about each individual video in the qualitative portion. For the purposes of this assessment no demographic questions are asked. This assessment does include any frequency distribution or cross tabulations of variables.

SEXUAL ASSAULT PREVENTION AND EDUCATION 9 Study Design This assessment project allowed a group of people to view three separate online interactive video training modules. Each training program addresses key factors of VAWA and also bystander intervention on college campuses. The researcher attempted to have the same group of individuals view and give feed back on all three programs. The assessment looked at both qualitative and quantitative evidence and helped the researcher establish recommendations for implication at Missouri State University. The main purpose of this assessment is to see which particular video best meets the needs of students at Missouri State by having members of the Missouri State community critique them directly. In order to achieve an answer to the purposed question, the best study design approach was to create focus groups of university stakeholders to view the training videos and give their honest feedback. The focus groups conducted real time data collection and all data collected was considered primary. The design is considered experimental because prior to conducting the focus groups the outcome was unknown.

SEXUAL ASSAULT PREVENTION AND EDUCATION 10 Population and Sampling The study population for this assessment consisted of individuals who go to school, work at, or teach at Missouri State University. The sample is considered to be a stratified sample because all members of the assessment were picked from subgroups within Missouri State University. Some of the subgroups represented overlapped one another and some were completely separate. Groups represented in the sample include: graduate students, graduate assistants, resident advisors, undergraduate students, Residence Hall Directors, members of the Student Government Association, members of the Greek Life Community, a representative from the Testing and Counseling Center, and a representative from the Office of Admissions. All participants were asked to be a part of the assessment because of interest they represented or because the researcher specifically asked them to sit in on these particular meetings. Eight individuals viewed My Student Body. Eleven individuals viewed Every Choice. Nine individuals viewed Haven. Data was collected from this particular sample; however others have viewed the three training modules around the university, not in a formal setting.

SEXUAL ASSAULT PREVENTION AND EDUCATION 11 Data Collection Instrument The Data collection instrument used was a mix of quantitative and qualitative methods. The data collection instrument was created using Microsoft Word, the researcher created the instrument from the beginning with no other agents. For the purposes of the research the data collection instrument was called a scoring sheet. All participants were given a scoring sheet for each of the three training programs (Appendix A- C). Each scoring sheet contained a likert scale to answer four questions about the overall fundamentals of each training program. This likert scale provided face validity to the over all assessment project and also gave substance to qualitative answers, provided at the bottom of each scoring sheet. Space was provided at the bottom of the scoring sheets for qualitative feedback in an open forum. All participants were asked to give open and honest answers that would be kept completely anonymous. The validity of answers is only as good as the honesty of the participants. As an additional tool the researcher took notes during all focus group session to gage audience reaction to all training module content. This data was reviewed for the purposes of comparing qualitative data provided by participants versus in the moment reactions.

SEXUAL ASSAULT PREVENTION AND EDUCATION 12 Detailed Presentation of Data Collection Activities The researcher contacted the publishers for My Student Body, Every Choice, and Haven in order to secure viewable working modules of training programs. All publishers were willing to allow researcher to conduct focus groups using life like training modules. In order to create suitable viewing space for all participants, researcher reserved space via the Plaster Student Union Conference Services Office. The room that was reserved could hold ten to fifteen people comfortably and had established computer access for online training program viewing. Participants in the assessment were given times to come and view all three modules at separate times. Those who were not able to attend one of the live focus groups were sent score sheets and directions on how to view the modules in their own time. Participants who wished or only had the option to view training modules on their own time were given a deadline as to when to turn in feed back for all three programs. For each meeting of the focus group the researcher would prepare a set of packets for each member of the viewing audience. The packet of material included a scoring sheet for the specific training module, a reference sheet for more information about the specific module being viewed, also a list of the VAWA training requirements for reference (Appendix A C). At the beginning of each focus group the research would present audience members with their packet of information and additionally ask any viewers for questions or comments about the upcoming module. Through out the course of the module, researcher would pause for questions and or discussion topics as they rose from audience members. At the end of each module all scoring packets were collected. If a member of the audience felt they needed more time to adequately

SEXUAL ASSAULT PREVENTION AND EDUCATION 13 express their feelings for the programs in a qualitative manner, researcher allowed participants to take feedback portion of the scoring sheet with them.

SEXUAL ASSAULT PREVENTION AND EDUCATION 14 Analysis of Data The analysis of data took place by hand with no electronic support. The quantitative data was tabulated and each section was scored out of five. Each training program was given a score out of twenty. All qualitative data was read thorough thoroughly and scored based on common themes. All themes were ranked as negative or positive toward the overall score of the training program. Each training program was given a final scoring sheet that shows the final quantitative score and major qualitative themes of the training program as stated by the audience.

SEXUAL ASSAULT PREVENTION AND EDUCATION 15 Results of Data Analysis All videos were ranked in four different categories on a likert scale of five being the best possible score and one being the worst possible score. The four categories include: quality of content, educational relevance to VAWA, overall method of delivery, and overall message to students. Additionally qualitative themes were incorporated in to the ranking system to add weight. When looking at the quality of content the three different training modules were ranked in this manner: Haven was ranked the highest with the average score of 4.9 out of 5. Participants stated that Haven s interactive videos were short but meaningful. Some participants stated that answers to multiple choice questions and quiz questions through the module seemed to have obvious answers. Every Choice was ranked with 4 out of 5. Participants stated that Every Choice provided great real life stories and language for bystander intervention. However, some parts of the video seemed random and out of place in relation to the overall concept. My Student Body was ranked with 2.9 out of 5. Participants stated that My Student Body was easy to cheat through the program and not actually learn the material. Additionally, the content of the video used victim-blaming language that was out of date. When looking at the overall delivery method the three different training modules were ranked in this manner: Haven was ranked the highest with the average score of 4.7 out of 5. Respondent s stated that some of the silent sections of Haven were off and made them feel awkward. However, the diverse subject matter and well-rounded presentation kept the audience engaged. Every Choice was ranked with 3.6 out of 5. Respondents thought that some of the delivery was to light hearted for the subject

SEXUAL ASSAULT PREVENTION AND EDUCATION 16 matter and seemed extremely out of place. My Student Body was ranked with 1.6 out of 5. Participant s stated that the overall delivery of My Student Body was weak when compared to more interactive models. Most participants agreed that students would not read all of the content provided. When looking at the educational relevance to VAWA the three different training modules were ranked in this manner WA: Haven was ranked the highest with the average score of 4.3 out of 5. Participants agreed that Haven was the most educationally relevant because it touched on not only bystander intervention but also definition of sexual assault, stalking, and relationship violence. Every Choice was ranked with 3.3 out of 5. My Student Body was ranked with 3.3 out of 5. Every Choice and My Student Body were ranked with the same score due to the audience did not feel all bases of VAWA were being covered. Every Choice is a solely focused on being a bystander and does not talk about or educate audience members on specific definitions of Stalking, sexual assault, and so forth. My Student Body is completely written out and must be read by the audience rather than participated in electronically, due to this set back the participants felt as if students would not completely grasp the understanding of VAWA concepts. When looking at the overall message to students the three different training modules were ranked in this manner: Haven was ranked the highest with the average score of 4.8 out of 5. Contributors believed that the overall message given to students via Haven was educational and fun. Every Choice was ranked with 4.3 out of 5. Participants stated that by addressing current victims and including personal stories the awkwardness was taken out of the material and would be easy to relate to by students.

SEXUAL ASSAULT PREVENTION AND EDUCATION 17 My Student Body was ranked with 2.8 out of 5. Respondents believe that almost all students would not read through all of the material provided by My Student Body, due to this they believed the entire program would not be successful. Overall scores out of twenty are listed below: Haven 18.7 out of 20 Every Choice 15.2 out of 20 My Student Body 10.6 out of 20 During the open discussion other factors not included on the score sheets were discussed. Some of these factors included the overall cost to implement one of the training programs at Missouri State. How would implementation take place, for example would all students be required to participate or would the instillation be gradual? Some participants brought up the notion of all training models being accessible for students with visual and or hearing impairments. All participants agreed that Have would be the best choice due to its all incoming language and use of interactive modules. They believed that Haven covered a broad range of topics and fell inline most closely with VAWA requirements. Additionally, audience members stated that implement a video such as haven in to a required freshman class may be the best route to spread the message of sexual assault and relationship violence education and prevention. (Final Scoring Sheets appear in Appendix D

SEXUAL ASSAULT PREVENTION AND EDUCATION 18 Discussion of Results and Implications After each video viewing section members of the participating audience asked the researcher questions while filling out the specific scoring sheet for that section. This question and answer section helped facilitate concerns about the training modules that everyone had just viewed and ultimately contributed to the overall data collection. Once all data was collected the researcher viewed all pieces with a critical eye and also incorporated extensive knowledge of VAWA requirements to help discern the meaning of qualitative comments given by audience members. Once all data was coded and read through the researcher began to create lists of both positive and negative aspects concerning all three training modules. By putting all comments in to the same format the research was able to easier see exactly how the training modules compared to each other based on evidence given by assessment participants. Once all comments were decoded and placed into either positive and negative column for each video the research broke down the comments and deleted those that were similar and or exactly the same, this was in an effort to make results feel and look streamlined. Word documents were created in order to present all material to Dean Jungers for further discussion and review.

SEXUAL ASSAULT PREVENTION AND EDUCATION 19 Action plan for Program Change Since the conclusion of this assessment the results and data have been given to the Dean of Students. The next steps in the process towards change and implementation will be to take all data and results to the Vice President for Student Affairs and have them reviewed in full. Because of budgetary factors the administrative counsel for Missouri State University will likely need to approve any and all changes to the current training programs associated with sexual assault and relationship violence prevention. The process of approving a large-scale multi-faceted online training program takes time and resources. Due to this factor it is unclear as to when a new training implementation will take effect. In an effort to continue to move forward in compliance with VAWA the Dean of Students Office is working on other lower cost options for facilitation of training and spreading the word about VAWA on campus. Some of the ideas that are being looked at by the office at this time include a poster campaign and also small group meetings with student organizations to highlight consent and bystander intervention.

SEXUAL ASSAULT PREVENTION AND EDUCATION 20 Discussion of Barriers and Challenges Throughout the entirety of this assessment project that biggest challenge has been time. It always seemed as if there was not enough time to cram everything into one semester. This is especially true because the project conducted was constantly being changed around in the beginning of the semester and it took a large amount of time to nail down the actual project in its complete form. Another setback of this assessment project would be the notion that as an office we are not sure if the recommendations and ideas will be given the weight that they deserve given budgetary and other mitigating factors. Additionally, because VAWA has not published a best practices guide for universities of higher education to follow (due out at the beginning of 2014), the Dean of Students Office is unsure if this potential training program will cover the education needed under VAWA for matters of sexual assault and relationship violence prevention education. In regards to the actual assessment one of the biggest limitations was a participant s schedule. Every member that participated in the assessment holds multiple other positions at Missouri State University and it was hard for all participants to make themselves one hundred percent available to attend hour-long video sessions.

SEXUAL ASSAULT PREVENTION AND EDUCATION 21 Appendix A Rank the My Student Body program in the following categories: Poor Fair Neutral Good Very Good Quality of Content 1 2 3 4 5 Educational Relevance to VAWA 1 2 3 4 5 (Please refer to A- F on VAWA handout) Overall Delivery Method 1 2 3 4 5 Overall Message 1 2 3 4 5 Notes:

SEXUAL ASSAULT PREVENTION AND EDUCATION 22 Violence against Women Act (VAWA) Hand Out New Requirements to Educate Students and Employees on Sexual Violence: New students and new employees must be offered primary prevention and awareness programs that promote awareness of rape, acquaintance rape, domestic violence, dating violence, sexual assault, and stalking. OCR Guidance letter merely recommends that institutions implement education programs. Training programs must include: A. A statement that the institution prohibits those offenses. B. The definition of those offenses in the applicable jurisdiction. C. The definition of consent, with reference to sexual offenses, in the applicable jurisdiction. D. Safe and positive options for bystander intervention an individual may take to prevent harm or intervene in risky situations. E. Recognition of signs of abusive behavior and how to avoid potential attacks. F. Ongoing prevention and awareness campaigns for student and faculty on all of the above.

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SEXUAL ASSAULT PREVENTION AND EDUCATION 27 Appendix B Rank the Every Choice program in the following categories: Poor Fair Neutral Good Very Good Quality of Content 1 2 3 4 5 Educational Relevance to VAWA 1 2 3 4 5 (Please refer to A- F on VAWA handout) Overall Delivery Method 1 2 3 4 5 Overall Message 1 2 3 4 5 Notes:

SEXUAL ASSAULT PREVENTION AND EDUCATION 28 Violence against Women Act (VAWA) Hand Out New Requirements to Educate Students and Employees on Sexual Violence: New students and new employees must be offered primary prevention and awareness programs that promote awareness of rape, acquaintance rape, domestic violence, dating violence, sexual assault, and stalking. OCR Guidance letter merely recommends that institutions implement education programs. Training programs must include: A. A statement that the institution prohibits those offenses. B. The definition of those offenses in the applicable jurisdiction. C. The definition of consent, with reference to sexual offenses, in the applicable jurisdiction. D. Safe and positive options for bystander intervention an individual may take to prevent harm or intervene in risky situations. E. Recognition of signs of abusive behavior and how to avoid potential attacks. F. Ongoing prevention and awareness campaigns for student and faculty on all of the above.

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SEXUAL ASSAULT PREVENTION AND EDUCATION 31 Appendix C

SEXUAL ASSAULT PREVENTION AND EDUCATION 32 Rank the Haven program in the following categories: Poor Fair Neutral Good Very Good Quality of Content 1 2 3 4 5 Educational Relevance to VAWA 1 2 3 4 5 (Please refer to A- F on VAWA handout) Overall Delivery Method 1 2 3 4 5 Overall Message 1 2 3 4 5 Notes:

SEXUAL ASSAULT PREVENTION AND EDUCATION 33 Violence against Women Act (VAWA) Hand Out New Requirements to Educate Students and Employees on Sexual Violence: New students and new employees must be offered primary prevention and awareness programs that promote awareness of rape, acquaintance rape, domestic violence, dating violence, sexual assault, and stalking. OCR Guidance letter merely recommends that institutions implement education programs. Training programs must include: A. A statement that the institution prohibits those offenses. B. The definition of those offenses in the applicable jurisdiction. C. The definition of consent, with reference to sexual offenses, in the applicable jurisdiction. D. Safe and positive options for bystander intervention an individual may take to prevent harm or intervene in risky situations. E. Recognition of signs of abusive behavior and how to avoid potential attacks. F. Ongoing prevention and awareness campaigns for student and faculty on all of the above.

SEXUAL ASSAULT PREVENTION AND EDUCATION 34 Haven Conference Call Notes Conference Call conducted August 2013 with representative of Haven Products Haven has been active for 5 years - In use at over 180 universities and colleges - Has reached over 850,000 students Follows guidelines that take affect with VAWA (2014-2015) - Must inform new, graduate, professional, transfer, and online student populations. Basics of Haven -Haven uses cloud technology and interfaces with campus resources and existing systems i.e. banner, on campus resources, and campus marketing. -Haven can identify specific sub groups of students to direct the training to i.e. RAs, FSL, Band, ETC. -Reinforces healthy behavior and positive attitudes -Tailored to each student based on individualized responses Assessment built in -Pre -test (before course is taken) for each participant o Educational o Behavioral analysis - Posttest after participant finishes training - 30 to 40 day follow up post test - Haven can send raw data to universities so that they can perform data analyses to meet their needs. - Data analytics in Haven allow for constant assessment of the process to be ongoing Curriculum and structured activities: - Dating violence - Bystander intervention - Sexual violence - Consent - Community education and environmental awareness Cost: -Based on size of university and length of contract -annual sign up -estimate for MSU less than a dollar per student

SEXUAL ASSAULT PREVENTION AND EDUCATION 35 Appendix D Haven Average Quality of Content Educational Relevance to VAWA Overall Delivery Method 5 4 5 5 5 5 5 5 5 4.9 5 3 4 5 5 4 3 5 5 4.3 5 4 5 5 5 5 4 5 5 4.7 Overall Message 5 4 5 5 5 5 4 5 5 4.8 Total out of 20 18.7 Positive Feedback: Very interactive and students would be unable to skip through sections Easy to follow Appreciate the fact that content is PG13 rather than G or PG Videos are short and meaningful Ability to view demographics / analytics Organized and relatable content Uplifting message addressing more than just violence Interactive. Personally tailored answers =- helpful Inclusive of LGBT communities Negative Feedback Some of the questions asked seems to have answers that were obvious Red flags section is to easy to just click through Some silent sections seemed odd and out of place Stepping in section makes it seem as if there are unlimited ways to step in and intervene not very structured.

SEXUAL ASSAULT PREVENTION AND EDUCATION 36 Every Choice Average Quality of Content Educational Relevance to VAWA Overall Delivery Method 2 4 5 4 4 4 4 4 4 5 4 4 1 5 4 4 4 3 3 4 2 3 3.3 2 3.5 4 2 4 3 4 4 5 4 4 3.6 Overall Message 4 4 4 5 5 4 4 4 4.5 5 4 4.3 Total out of 20 15.2 Positive Feedback: Likes that it shows peer responses on questions in knowledge section instant statistics to your responses Address the difference between what assault looks like and just hooking up Videos were overall useful Acknowledges awkwardness of handling situations Real life stories of abuse were very impactful Hosts for the program make the experience personal and relatable to students Addresses current victims Diversity in relationships LGBT community Offers multiple strategies for intervention A specific staking module Negative Feedback: Intro female host voice is supper annoying Boring and not interactive enough Lost interest after the first 10 minutes of video Too much like a lecture

SEXUAL ASSAULT PREVENTION AND EDUCATION 37 Modules like this do not address local statues. Community issues Excessive use of statistics some not even relevant to the topic being talked about in the video at they time they were presented Lengthy and hard to get through Pop up facts seem random Some animations are too light hearted for subject material emotional disparity between stories told and animation/ clips Seems like amateur film making Definitions are not clearly given (i.e. Consent) My Student Body Average Quality of Content Educational Relevance to VAWA Overall Delivery Method 2 2 4 4 3 2 3 3 2.9 4 2 5 3 3 3 3 3 3.3 2 1 1 2 2 1 3 1 1.6 Overall Message 3 1 5 4 2 2 3 2 2.8 Total out of 20 10.6 Positive Feedback: Pre and post-test were both educational Resources available and listed in the module are great for students to use and learn from Negative Feedback: Not accessible for all students/ not interactive

SEXUAL ASSAULT PREVENTION AND EDUCATION 38 Easy to cheat the program and skip sections Content was bland students will not actually read the information Victim blaming used to address how to protect yourself Delivery method not interactive enough No closed captioning available Not inclusive of men being victims