Target Population Who is the target population of this program? Objectives What are the objectives of the program/project? (Answer the questions for each of t

RFP #5

Topic: Sexual Harassment in Academia

Program Evaluation Request for Proposal

Sexual Harassment in Academia

Requester: Office of the President of ABC University

ABC University is a private university located in a suburb of a medium-sized metropolitan area. It offers undergraduate and graduate degrees. Approximately 40% of undergraduates and 15% of graduate students live on campus. The remainder commute to campus, with approximately 60% commuting from nearby private housing facilities (e.g., student apartment complexes, homes). Each year, the university admits approximately 500 full-time and 200 part-time undergraduates (all programs, all levels for first admission), 200 full-time and 340 part-time master’s degree students (all programs, all levels for first admission), and 280 full-time and 250 part-time doctoral degree students (all programs, all levels for first admission). Current enrollment, all programs, is approximately 8,500 students.

Problem

Sexual harassment is a problem in academia, especially for women (Abrams, 2018; Cantalupo & Kidder, 2018). Women are 3.5 times more likely than men to experience sexual harassment throughout their academic careers; 64% of female and male trainees have described inappropriate sexual comments when on academic field placements (Clancy et al., 2014). Colleges and universities are required by law to have in place policies and procedures for protecting students from sexual harassment (e.g., training of staff, faculty, and students), reporting and investigating such events, and taking any appropriate follow-up actions (Cantalupo & Kidder, 2018). Victims of sexual harassment in academia continue to be reluctant to confront their harassers or to file formal reports of sexual harassment. These victims often look to peers for emotional and social support but may be revictimized by negative responses from their peers (Orchowski & Gidycz, 2015). Further, few peers who witness or learn about sexual harassment of a female student peer actually take any action to intervene directly to stop the harassment or to offer other, indirect help and support for the victim.

Purpose

For the past 5 years, ABC University has been offering face-to-face two-part training on sexual harassment to new-admission students who elect to participate. The training is offered through the university’s Counseling Center to small groups of 15–20. Part 2 of this training targets attitudes, beliefs, and norms that affect actions that can be taken by victims (similar to information offered in Abrams [2018] and Foster & Fullagar [2018]) and by observers (direct and indirect) of sexual harassment (based on the Bowes-Sperry & O’Leary-Kelly [2005] model of bystander intervention). The university’s Office of the President is seeking an evaluation of the impact of this training on the college community at large with regard to intervention by peers.

This project specifically will address the following questions:

1. Over the years since the expanded questions were introduced on the annual Campus Climate Survey, Comment by Silvia Bigatti: Introduced 10 years ago

a. have there been changes in responses from the student community at large to questions on their experiences, as victim or observers, of sexual harassment?

b. If so, what are the changes?

2. Are there differences in responses from the student community at large to these expanded questions

a. before and after the implementation of the optional face-to-face two-part training on sexual harassment ? If so, Comment by Silvia Bigatti: 5 years of data before and 5 years of data after

b. what are the differences?

3. Are there differences in responses to these expanded questions between students who completed the training and those who did not ? Comment by Silvia Bigatti: These three questions are what we need to create an evaluation plan for

In addition to data from the university Campus Climate Survey, the Office of the President of ABC University will support approved follow-up requests for data and interviews with trainers and students who participated in the training program for further clarification on these students’ experiences, especially with respect to being in the role of observer (direct or indirect) of sexual harassment.

Evaluation Report – Recommendations

Based on the findings, the evaluator also will provide recommendations for possible modifications to enhance the training and outcomes related to peer support of victims of sexual harassment on campus. Comment by Silvia Bigatti: Make sure to remember to include a statement that we will make recommendations based on what we find

Available Information (exclusively through the Office of the President of ABC University)

Report Statistics. University statistics are available on the numbers of formal complaints filed annually by students on sexual assault or sexual harassment on campus or involving another student, or staff or faculty member for the previous 15 years. Limited information on the status of those filings (of investigations and actions) also is available to an approved evaluator who meets security standards.

Annual Campus Climate Survey. Ten years ago, ABC University expanded its annual Campus Climate Survey to collect additional information on student experiences with sexual harassment or assault. The survey is requested of all students, but completion is voluntary; they are administered online and allow for complete anonymity of the student. Annual survey data of interest include the following:

Demographics. Age, gender/gender identity, race/ethnicity, sexual orientation/preferences, year entered ABC University, student classification (undergraduate, graduate, doctoral student), year admitted, college in which their program is offered (not the specific program in order to preserve anonymity), and whether the student completed the voluntary sexual harassment training at ABC University (if yes, year completed; if the student participated in the training more than once, how many times, giving the year completed).

Student’s understanding of university sexual harassment policies. Quiz with six questions based on information on campus policies presented in training and published in Student Handbook. Possible accuracy score: 0–6.

Student’s own experiences with sexual harassment as a student on campus during the past year. Yes–No–Not sure if experienced. Open-ended questions requesting narrative responses to the following: What happened? Who was involved? What did you do? Outcomes for you? Outcomes for harasser? Other outcomes? Other information you would like to share?

Student’s own experiences as an observer of sexual harassment on campus during the past year. Yes–No–Not sure if experienced. Open-ended questions requesting narrative responses to the following: What happened? Who was involved? What did you do? Outcomes for you? Outcomes for harasser? Outcomes for victim? Other outcomes? Other information you would like to share? Comment by Silvia Bigatti: This is the key data because this is what they are most interested in learning, whether observers are doing something different now than before

Conditions of Contract

Budget for contractual evaluation and consultation set at maximum of $85,000. Report must be delivered no later than 12 months from the date of initiation. The report will be confidential and provided only to the Office of the President of ABC University. No data or findings will be shared with any other internal university department or group or external entity (including professional groups and publications) without specific written authorization from the Office of the President of ABC University. The Office of the President will coordinate approved contacts with, and information from, other university divisions, offices, programs, personnel, students, or outside sources.

References and Resources

Abrams, Z. (2018). Sexual harassment on campus. Monitor on Psychology, 49(5), 68.

Retrieved from https://www.apa.org/monitor/2018/05/sexual-harassment.aspx

Bowes-Sperry, L., & O’Leary-Kelly, A. M. (2005). To act or not to act: The dilemma faced by

sexual harassment observers. Academy of Management Review, 30(2), 288–306. Retrieved from the Walden Library databases.

Cantalupo, N. C., & Kidder, W. C. (2018). A systematic look at a serial problem: Sexual

harassment of students by university faculty. Utah Law Review, 2018(3), 671–786. Retrieved from the Walden Library databases.

Clancy, K. B. H., Nelson, R. G., Rutherford, J. N., & Hinde, K. (2014). Survey of academic field experiences (SAFE): Trainees report harassment and assault. PLoS One, 9(7).

Foster, P. J., & Fullagar, C. J. (2018). Why don’t we report sexual harassment? An application

of planned behavior. Basic and Applied Social Psychology, 40(3), 148–160. Retrieved from the Walden Library databases.

Wood, L., Sulley, C., Kammer-Kerwisk, M., Follingstad, D., & Busch-Armendariz, N. (2017).

Climate surveys: An inventory of understanding sexual assault and other crimes of interpersonal violence at institutions of higher education. Violence Against Women, 23(10), 1249–1267. Retrieved from the Walden Library databases.

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