Research and Assessment

Our goal is to ensure that all prevention efforts are evidence-based and effective. We are continually evaluating promising practices in prevention and will adjust our programming as we learn how best to reduce and prevent sexual violence on campus. The Division of Student Life is working with colleagues across the campus and nation on these efforts to enhance our student program initiatives. Research and assessment efforts guide and our practices. 

Surveys

Two campus climate surveys regarding sexual assault were conducted on campus in spring of 2015, one by the Association of American Universities and one by UO Psychology Professor Jennifer Freyd. The data collected in both surveys will continue to inform our prevention and response efforts.

The UO's requires all incoming students under the age of 21 to complete online training on alcohol abuse (AlcoholEdu) and sexual violence prevention (Haven). The Division of Student Life uses this survey to shape programs and services for students. Results from previous years are available in the Related Documents section.

The American College Health Association’s National College Health Assessment (NCHA) is a nationally recognized research survey that assists the UO in collecting precise data about our students’ health habits, behaviors and perceptions. The UO started implementing this survey in 2007 and then continued in the spring of 2010, 2012, and 2014. The most prevalent health topics include: alcohol, tobacco, other drug use; mental and physical health; personal safety and violence; and sexual health. The survey has the largest known comprehensive data set on the health of college students allowing us to benchmark against many colleges and universities across the country.  

Research-based Initiatives

The Division of Student Life has a number of student prevention programs that engage students throughout the year. The programs are largely based on academic research and research from experts in the field. Some of the resources for our largest programs are listed below. 

Get Explicit 101 

Below is some of the national research that has helped shape the Division of Student Life's Get Explicit 101 program for first-year live-on students. Learn more about Get Explicit 101.

It Can't Be Rape-Sexual Wellness Advocacy Team

Below is some of the national research that has helped shape the It Can't Be Rape program for first-year students at IntroDUCKtion. Learn more about It Can't Be Rape and the Sexual Wellness Advocacy Team (SWAT). 

  • Ahrens, C. E., Rich, M. D., & Ullman, J. B. (2011). Rehearsing for real life: The impact of the interact sexual assault prevention program on self-reported likelihood of engaging in bystander interventions. Violence Against Women, 17, 760-776
  • Banyard, V. L., Plante, E. G., & Moynihan, M. M. (2004). Bystander education: Bringing a broader community perspective to sexual violence prevention. Journal of Community Psychology, 32, 61-79.
  • Banyard, V., Moynihan, M. M., & Plante, E. (2007). Sexual violence prevention through bystander intervention: An experimental evaluation. Journal of Community Psychology,35, 463–481.
  • Banyard, V. L., (2011). Who will help prevent sexual violence: Creating an ecological model of bystander intervention. Psychology of Violence, 1(3), 216-229. 
  • ​Banyard, V., Moynihan, M. M., Walsh, W. A., Cohn, E. S., & Ward, S. (2010). Friends of survivors: The community impact of unwanted sexual experiences. Journal of Interpersonal Violence, 25, 242-256. 
  • Berkowotz, A. D. (2002). Applications of social norms theory to other health and social justice issues. The Social Norms Approach to Preventing School and College Age Substance Abuse: A Handbook for Educators, Counselors, Clinicians, H. Wesley Perkins, (Ed.) San Francisco, Jossey-Bass        
  • Bleeker, E. T., & Murnen, S. K. (2005). Fraternity membership, the display of degrading sexual images of women, and rape myth acceptance. Sex Roles, 53(7-8). 487-493.
  • Brown, A. L., & Messman-Moore, T. L. (2010).  Personal and perceived peer attitudes supporting sexual aggression as predictors of male college students’ willingness to intervene against sexual aggression. Journal of Interpersonal Violence, 25,503-517.
  • Chekroun, P., & Brauer, M. (2002). The bystander effect and social control behavior: the effect of the presence of others on people's reactions to norm violations. European Journal of Social Psychology, 32(6), 853-867.
  • Cissner, A. B. (2009). Evaluating the mentors in violence prevention program: Preventing gender violence on a college campus. In Center for Court Innovation. Retrieved from http://www.courtinnovation.org/sites/prevention2.uoregon.edu/files/MVP_evaluation.pdf
  • Fabiano, P., Perkins, H. W., Berkowitz, A., Linkenbach, J., & Stark, C. (2003). Engaging men as social justice allies in ending violence against women: Evidence for a social norms approach.  Journal of American College Health, 52(3):105-111.
  • Foubert, J. D. (2000). The longitudinal effects of a rape-prevention program on fraternity men’s attitudes, behavioral intent, and behavior. Journal of American College Health, 48 (4) 
  • Katz, J., Heisterkamp, A. & Flemming, A. M. (2011). The social justice roots of the Mentors in Violence   Prevention model and its application to a high school setting. Violence Against Women,17,684-702.

Faculty Researchers

The insitution has a number of schools and colleges doing research on this topic. This research is influenceing the programming initiatives on campus helping to support our institutional committment to ending sexual harrassment in all its forms.