WK11Proj_Balser_S

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Week Eleven: Executive Summary Samantha Balser Walden University PSYC8315 Dr. Jay Greiner November 12 th , 2023

Team Members Samantha Balser (team leader), Susan Bonnell, Robyn Fuchs, and Pauline Jones Evaluation Requestor The university’s Office of the President is seeking an evaluation of the impact of this training on the college community at large about peer intervention. Program/project type and name Problem/need addressed by the program/project. The purpose is to determine the impact of sexual harassment training on college campuses concerning peer intervention. ABC University needs to evaluate its current sexual harassment training program. Sexual harassment is a significant problem in academia; 64% of female and male trainees have described inappropriate sexual comments when on academic field placements (WU, RPF 5, 2023). The evaluation will recommend those changes if training methods need to be switched or reviewed (WU, RPF 5, 2023). Population targeted/affected. The target population is new-admission students who elect to participate in the program (Walden University, 2023). Female students have been affected by the rise of sexual harassment on campus. Objectives of the program/project to be evaluated.

Based on the findings, the evaluator will also provide recommendations for possible modifications to enhance the training and outcomes related to peer support of victims of sexual harassment on campus (Walden University, 2023). Key activities of the program/project to be evaluated. The evaluation team will organize various meetings and interviews with the stakeholders as outlined in Section I: Stakeholder Assessment. ABC University has also made many records available to the evaluation team to review and include sexual harassment report statistics, an annual campus climate survey that includes demographics, student understanding of the university’s sexual harassment policy, and both personal and observed instances of sexual harassment on campus (WU, RPF 5, 2023). Research on similar programs throughout the United States will also be conducted. Both successes and failures of similar programs are beneficial when an evaluator makes recommendations (Linfield & Posavac, 2019). Providers of program/project activities Interview the students for their understanding of the sexual harassment policy; quiz with six questions based on information on campus policies presented in training and published in the Student Handbook. Possible accuracy score: 0–6 (WU, RPF 5, 2023). Interview the students for their understanding of the sexual harassment policy. 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? (WU, RPF 5, 2023). Interview the

students on their own experience as an observer of sexual harassment as a student. Open- ended questions requesting narrative responses to the following: What happened? Who was involved? What did you do? Outcomes for you? Outcomes for harasser? What consequences for the victim? Other outcomes? Other information you would like to share? (WU, RPF 5, 2023). Evaluation questions 1. Over the years since the expanded questions were introduced on the annual Campus Climate Survey, have there been changes in responses from the student community at large to questions on their experiences, as victims or observers, of sexual harassment? If so, what are the changes? 2. Are there differences in responses from the student community to these expanded questions before and after implementing the optional face-to-face two-part training on sexual harassment? If so, 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? Evaluation design to answer the evaluation questions. The evaluation model that the team is planning is the objective-based model. This approach accepts the organization's objectives as the outcomes without critique (Linfield & Posavac 2019) . It is common in accreditation of educational institutions. This model is fair because programs are evaluated based on what they explicitly claim they intend to accomplish. The is design fits in with sexual harassment in academia as the University is

to offer training on sexual harassment to new-admission students who elect to participate ( Walden University, 2023) . Final Report/Thoughts Access necessary beyond data is given to include access to the other stakeholders (Human Resources, Faculty, Staff, Counselors in the Counseling Center, and students) to ensure we have collected well-rounded data. Ethical considerations to the preceding access: due to the topic's sensitivity, we will ensure that informed consent is completed, participation is voluntary, and confidentiality will be maintained. Further considerations will be that proprietary reviews for the university program will be maintained. Federal law does not require the evaluation to undergo the IRB process.

Reference: Lee, S. Y., Hanson, M. D., & Cheung, H. K. (2019). Incorporating bystander intervention into sexual harassment training. Industrial and Organizational Psychology , 12 (01), 52– 57. https://doi.org/10.1017/iop.2019.8 Linfield, K. J., & Posavac, E. J. (2019). Program evaluation: Methods and case studies (9th ed.). London: Routledge. Sable, M. R., Danis, F., Mauzy, D. L., & Gallagher, S. K. (2006). Barriers to Reporting Sexual Assault for Women and Men: Perspectives of College Students. Journal of American College Health , 55 (3), 157–162. Walden University (2023). Program Evaluation Requests for Proposal (RFPs)

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