Program Evaluation and Ongoing Development: SAPAC s First-Year Workshops

1. Program Evaluation and Ongoing Development: SAPAC�s First-Year Workshops Sexual Assault Prevention and Awareness Center (SAPAC) Dr. Johanna Soet, Lauren Sogor Sasha Achen

2. Peer Education Program Program structure Professional support from Training & Education Coordinator and Director Leadership from two student staff coordinators Volunteer presenters Volunteer Training 32 hours of training, 16 hours of Peer Education-specific training Weekly meetings with ongoing education Presentation topics Sexual assault, dating/domestic violence, sexual harassment, cultural acceptance of sexual violence

3. Program Statistics

4. Consent is Sexy: Workshop Content Consent and coercion Alcohol and other date rape drugs Risk reduction and prevention Proactive bystander Supporting survivors Resources Trivia game

5. Goals of Data Project Guide annual program revisions Help focus new workshop development Encourage participants� reflection on presented material Allow evaluation of presenters Ensure audiences are representative of the UM population

6. Survey Design Pre/Post Tests A/B alternating format Demographic information Likert scale attitudinal questions Factual questions Open-ended questions (new design) Causes of sexual violence Role in prevention Post-Test Only: program satisfaction

7. Weaknesses Do changes last? Are responses honest? Cannot track individual changes Detracts from presentation Sample is not random No generalizations to UofM population Cannot compare base attitudes or effectiveness over time Small sample size limits statistical significance

8. Results-Demographics

9. Race � changing compositions

10. Attitudinal Statements Sex with someone who is intoxicated but still conscious can be considered sexual assault. (T) Pressuring someone to have sex should be considered a sexual assault. (T) A sexual situation is not legally considered a sexual assault until one person says �no�.(F) Women who are sexually assaulted at a party where that sort of thing is known to happen share some responsibility for the assault. (F) People often label regretted sex �sexual assault� because they don�t want to take responsibility for their actions. (F) Use of drugs and/or alcohol is often the reason that people commit sexual assault. (F)

11. Attitudes - Results

12. Factual Questions: Date Rape Drugs

13. Causes of Sexual Assault

14. Role in Prevention � Logits

15. Presentation Satisfaction 58% mention learning a statistic or enjoying the statistics 16% mention liking the speakers; 1% mentioned disliking them The statistics that respondents most commonly reported learning were the modal age of reported male victims of sexual assault (17%) and the fraction of sexual assaults that are reported (13%) The most common complaint was that the presentation is too long (9%) 8% complained about the program�s logistics 5% of respondents reported learning nothing from the presentation; 6% reported liking everything about it

16. Content Changes for Next Year Alcohol Difference between �tool� and �cause� Causality problem Statistics stay! Time Make sure residents arrive on time and workshops start on time Workshops run 45 minutes start to finish Delete the coercion continuum activity Logistics Change the room? Change the day / time? More workshops? Single-sex or co-ed presentations?

17. Methodology Changes for Next Year Change to closed-ended race question with UM categories? Make cause / prevention questions closed-ended? Pro: Fuller picture of respondents� ideas Non-response rates for cause / prevention are about 15%, but < 1% for the Likert scale questions Those who do respond may only have the energy to mention the idea that is most important to them Con: May lose sense of relative salience Harder to measure the intensity of beliefs Priming Practical Concern: Saves considerable staff time Possible implementations: ranking, Likert scale, check all that apply�

18. Why Have a Student-Run Evaluation Mechanism? SAPAC�s PE program is led by students, comprised of students, and implemented for students Student staff members are in charge of making changes in workshop content for the following year Program evaluation of student organizations provides meaningful but manageable research opportunities to students Allowing students to use skills from statistics and the social sciences to evaluate their own programs gives students a sense of the relevance of their coursework and agency in their organizations Consistent with the current culture work in DSA around leveling the work

19. Any Questions?