Tackling Sexual Assault on College Campuses:

A Review of What Needs to Be Done Nationally and at Penn State

This year, Penn State

reported six sexual assaults to
students in just the month of
October, the most the University
has seen in a single month since
October of 2016.1 Even earlier in
the academic year, “two forcible
sex offenses were reported Aug.
29, two Aug. 28, one Aug. 22 and
one Aug. 7.”2 This rapid rate of
assaults should be alarming as
classes started on the 23rd and the
first day for arrival for students
living on campus was Augusts 16th.
To students at Penn State, the Figure 1
occurrence of a “Timely Warnings”
notification is no longer and was never a rare event. The overbearing occurrence of sexual
assaults is a problem that is relevant across college campuses nationwide. As a large public
university, Penn State demonstrates this national trend, a fact no student or faculty member can
claim to be proud of. According to the CDC, sexual violence is defined by, “a range of acts
including attempted or completed forced or alcohol/drug facilitated penetration (i.e., rape), being
made to penetrate someone else, verbal (non-physical) pressure that results in unwanted
penetration (i.e. sexual coercion), unwanted sexual contact (e.g., fondling), and non-contact
unwanted sexual experiences (e.g., verbal harassment, voyeurism)”.3 The motto Penn State
boasts is “We Are”, which claims to mark the unifying nature of the culture at the University. A
claim that should indicate all members of the community stand up for the injustices of other
members. Yet this cannot be the case if the rates of sexual assaults remain at the level they are at,
leaving so many students and community members victimized.

National Prevalence of Sexual Assaults

Although sexual assault is an issue that is often concentrated on college campuses it is a
national problem. Sexual Assault is an issue that isn’t just impacting a select few in the
population. Instead, 1 in 3 women and 1 in 4 men have experienced sexual assaults involving
physical contact during their lifetime.4 Among women in the United States, 1 in 5 (19.3 %)
have experienced rape or attempted rape. 5 In addition, 43.9% of women have experienced
some other form of sexual violence, including sexual coercion (12.5%), unwanted sexual
contact (27.3%), and non-contact unwanted sexual experiences (32.1%). 6 National studies
reveal that women are more often victimized by sexual assault then men. Even further,
groups of sexual and racial minorities carry an even larger burden of sexual assault rates.
Despite this, men are also impacted by sexual assault at rates that are just as concerning.
“Approximately 1 in 15 men (6.7%) have been made to penetrate someone at some point during
their lives, 5.8% have experienced sexual coercion, 10.8% have experienced unwanted sexual
contact, and 13.3% have experienced non-contact unwanted sexual experiences”. 7 When
examining areas where sexual assaults are most concentrated, college campuses show
significantly high occurrences. It is recorded that of students, both graduate and undergraduate at
college level institutions, 13% experience rape or sexual assault in the form of physical force, or
incapacitation.8 Among students at the graduate level 9.7% of females and 2.5% of males cite an
experience with rape or sexual assault.9 However, at the undergraduate level 26.4% of females
and 6.8% of males experience rape or sexual assault at some point during this level of education.
10
What is alarming about these statistics is that only a portion of incidents get reported to
authorities and documented. The true span of sexual assaults is left unknown. Among female
victims, age 18-24, only 20% end up reporting their assaults to law enforcement or to the
institution they attend. 11 It is estimated that less than 5% of rapes, completed or attempted, are
brought to campus authorities’ attention.12 Due to this the true prevalence of national and college
campus sexual assaults are most likely skewed to be lower. According to a study from the
University of Utah’s sociology department college women reports their assaults at rates much
lower than the national rates of all women. 13 “One of the contributing factors to that may be that
the vast majority of perpetrators are acquaintances, making it harder for the women who
experience assault to report”.14 Underreporting also impacts whether victims are given access to
medical, psychological, or legal resources. The aftermath of sexual assaults is unique for each
victim however, many experiences adverse effects, medically and psychologically. Physical
effects include bruising and genital injuries and psychological effects can lead to depression,
anxiety, ptsd, and suicidal thoughts. It has been cited by the Center for Disease Control that,
“Sexual violence victims are more likely to smoke, abuse alcohol, use drugs, and engage in risky
sexual activity.”15 At the moment, the lifetime cost of rape is estimated to be $122,461. This
includes medical, and legal costs as well as loss of productivity in the aftermath. 16At a time
where students are actively working toward long term life goals impacts like these can be
detrimental. It is evident that sexual assaults can lead to disruption toward a student’s education,
health, and safety and therefore Universities and institutions should give this issue significant
consideration.

Figure 2
Trends at Penn State
So far, the 2021/22 academic year has experienced a peak in sexual assault occurrences.
Just in the first week of classes, the university reported at least five incidents. A bit later, in
October there were seven assaults recorded, then most the University had seen in a single month
since October 2016. 17 The beginning of the academic schoolyear is a period that is characterized
by large numbers of sexual assaults on college campuses. Every year, the reports of sexual
assaults at Penn State follow this trend. The university has released statements that they hope the
increased number of incidents is solely a reflection of more students being empowered to come
forward.18 However, the issue that many incidents still go unreported is still greatly evident.
Many other students and faculty members cite the introduction of two new classes to campus for
the first time as the reason for an increased number of sexual assaults. Due to Covid, both the
sophomore and freshman classes are experiencing campus life for the first time. Both
explanations for increased sexual assault reports follow the underlying trend of students
confronting independence and freedom for essentially the first time in many of their lives. This
reveals that populations of new students are vulnerable to new situations and new ideas, like
sexual situations. Therefore, it is an indication that these populations of students are a crucial
target when it comes down to tackling prevention. An even further indication that first year
students are possibly the population that is most vulnerable to the issue of sexual assaults is seen
upon examining that around 31% of reported incidents this year occurred in East Residence Halls
and another 31% occurred in Pollock residence Halls, both of which are primarily first year
student housing.19 Every three years Penn State conducts a survey on the climate of sexual
misconduct. These surveys are completely confidential so it is promising that they may give a
more accurate idea of the span of sexual assaults at the University, allowing students who did
report their assaults to site their experience. The survey also accounts for incidents that occurred
in off campus apartments, businesses, and fraternities which generally are not reported to the
school in the form of a Timely Warning. In the most recent survey in 2018, results revealed that
around 19% of undergraduates and 7.1% of graduate students located at Penn State University
Park have experienced some instance or attempt of sexual assault.20 This data reveals an increase
of less than 1% from the prior 2015 study, indicating sexual assault rates have remained
generally constant. This serves as an indication that prevention tactics by the University are
failing to alter rates of sexual assault in a positive direction. Penn State is currently conducting
the 2022 Sexual Misconduct Climate Survey, as it was postponed previously due to the Corona
virus.
Penn State is a Title IX institution, meaning discrimination on the basis of sex is
prohibited. 21 Sexual assaults of any kind fall under the category of discrimination based on sex
and therefore, Title IX requires federally funded institutions to actively combat these incidences.
“Title IX further calls for institutions that receive federal financial aid to implement educational
programs and also to have policies in place to prevent and protect against sexual violence
between and against their students. Because of Title IX, colleges and Universities must respond
promptly to sexual violence, provide interim measures, provide students with access to support
services, conduct a full investigation and further provide redress as necessary”22 In addition,
Penn State follows the mandates outlined in the Clery Act. The Clery Act “requires that higher
education institutions submit yearly data to the Department of Education regarding designated
crimes on campuses”. 23 This law was signed by George H.W. Bush in 1990 to ensure that
student and prospective students had an accurate idea of the crime that occurred on campus. Penn
States issues what are called “Timely Warnings” to each student each time a sexual misconduct
incident occurs. University spokesperson Lisa Powers states, “Penn State remains committed to
the safety of everyone in its community so that they can learn, work, and thrive in a supportive
and fair environment, free from sexual misconduct, sexual assault, and all forms of
discrimination. Notably, Penn State prioritizes prevention, offers multiple resources, and
encourage anyone who is a victim of sexual assault to report these crimes so that those who are
responsible may be held accountable”. 24 However, with this being said, it is demonstrated
through the 2018 and 2019 annual security reports that the “timely warnings” issued to students
didn’t constitute to the accurate number of reported sexual misconducts. “The 2018 and 2019
Annual Security Reports show the number of sexual assaults and rapes in the first six weeks of
fall semester classes were 15 in 2018 and 20 in 2019, compared to two and one forcible sex
offenses reported through Timely Warnings in the first six weeks of the 2018 and 2019 fall
semesters, respectively.”25

Action at a national Level and at Penn State

Due to the number of sexual assaults that go unreported the most effective plan in
reaching all students is to combat the issue from a preventive standpoint. Although resources and
aid given to victims is extremely important, they can only be used at their full potential if
students are empowered to report. This is why universities need to focus some of their efforts on
empowering students and preventing potential offenders from even considering the crime. This
includes making resources more apparent and ensuring that victims will be at the forefront of
guiding how to deal with their assault. It is likely that victims of assault will confide in their
friends first. Research indicates that social support from friends or these “first responders”
significantly increases the likelihood that a victim will report the offense.26 In data collected at
Penn State, “approximately 86.5% of undergraduates who told someone about their assault chose
to tell a close friend, 68.6% told a roommate, 2.6% told campus or local police and 3.3%
reported the incident to Penn State’s Office of Sexual Misconduct Prevention and Response”. 27
By examining these trends, it is evident that by teaching students how to react and give support
when someone they know has been assaulted could greatly increase the number of empowered
victims. However, this should not be Penn State’s and other universities’ main strategy. At the
moment Penn State’s key fault in their strategy to combat sexual violence is putting too much
emphasis on the victim and their friends to avoid the assault. Among research that cites the
reasoning behind victims not reporting their assaults, one reason was that schools send messages
that unintentionally victim blame when they overemphasize the responsibility of victims to avoid
assaults.28 Anne Ard, executive director of Centre Safe, which is a non-profit paired with Penn
State that is dedicated to combatting and providing resources for sexual assault in Centre County
is quoted saying, “prevention needs to be community-based, friends should keep an eye on one
another — especially if someone perceives something as dangerous but a friend doesn’t — and
making sure, if you arrive at a party with a group, that you leave with that same group.”29
Although what she claims is important information, it also demonstrates the harmful idea that
victims hold responsibility to avoid assaults. At Penn State a lot of the training that is issued to
first year students prior to coming to campus is centered on how to avoid an assault of oneself or
a friend. It is messages like these that may encourage feelings of guilt or shame in victims.
Although this information is necessary it is ultimately more harmful when there is a lack of
balancing messages that emphasize the responsibility of the perpetrator. Among other reasons for
not reporting other significant ones include, victims wanting to remain confidential, not being
confident they could prove a crime occurred, and drugs or alcohol were involved in the incident.
30
These are all potential and valid concerns of students at Penn State, and the University needs
to take more action to ensure students know there are resources waiting support them and these
concerns do not inhibit the process. Penn State currently offers many resources to victims, yet
most students lack knowledge of them or how to access them. These resources include medical,
emotional, and legal support.31 Penn State and other Universities need to actively present these
resources to students so they can ensure they can be used to the full potential. “It has been shown
that increasing awareness of the school policies and reporting regulations have helped to increase
reporting”. 32 Still however, these resources are only tools for victims after an assault has already
occurred. The key focus of any strategy tackling the issue of sexual assaults needs to be rooted in
preventing assault from even occurring. And even with some preventative approach, Penn State
does not put enough emphasis to make any significant change. “There is evidence that some
approaches, such as brief, one-session educational programs aimed at raising awareness and
knowledge about sexual violence, do not work to prevent sexual violence perpetration.”33 This
method is seen at Penn State as students are confronted with brief educational programs before
moving to campus and then once more at a new student orientation. The issue of sexual assault
fails to be reinforced and therefore these programs lack validity. In further research it has been
found that, “Preventive interventions are most successful when they include interactive
instruction and opportunities for active, skills-based learning. Prior reviews of sexual violence
prevention programs also suggest that engaging participants in multiple ways (e.g., writing
exercises, role plays) and with greater participation may be associated with more positive
outcomes”.34 Again, Penn State’s approach fails to do this.

A Comprehensive Approach
As prevalent of an issue that sexual assaults are across the nation, it seems there are
endless approaches to attempt to combat it. The evidence for SV prevention is less developed
than other public health topics such as
HIV prevention and other types of
violence.35 However, there is a lot of
evidence that we can act upon. The
STOPSV developed by the CDC is
the approach that is most researched
and comprehensive. It focuses mainly
on prevention which is crucial among
any approach to combating this issue.
The STOPSV approach illustrates,
“preventive interventions at multiple
levels of the social ecological model
(i.e., individual, relationship,
community, and societal)” which is
critical for achieving an impact at the
population level .36
Figure 3
Promoting Social Norms that Protect Against
Sexual Violence
The first part of the STOPSV approach includes confronting social norms present in
society that allow for and even encourage sexual violence. This approach places these faulty
social norms at the root of primary prevention. It is seen that restrictive gender norms can lead to
violent imbalances of power among relationships whether they be intimate or not. Studies in fact
reveal that communities that adhere to restrictive and harmful social norms are more likely to
perpetrate physical, sexual, and emotional assaults against women.37 The STOPSV prevention
method emphasizes the need for bystander approaches to actively confront these social norms.
These approaches would engage individuals to promote positive social norms by providing peer
leadership training. The programs would ensure individuals know how to act appropriately when
they see behaviors that put others at risk, as well as allow them to reflect on social norms they
may unintentionally permit in their own communities. Bystander approaches have been
evaluated extensively in high school and college settings. 38 Penn state already exemplifies this
approach to some extent. However, more emphasis needs to be placed on faulty social norms
instead of the responsibility of friends to look out for each other. Another way the STOPSV
approach works toward promoting social norms that protect against sexual assaults, is by
encouraging communities to mobilize men and boys as allies. This method creates opportunities
for men and boys to gain knowledge and skills to be active allies. Programs that work toward this
would teach boys to reevaluate norms about masculinity, gender, and violence, as well as
encouraging them to perpetuate these new norms through their social networks.39 At Penn State
and similar universities this approach can be implemented in peer groups such as sports teams,
fraternities, and other primarily male communities on campus. Overall, this approach aims at
increasing favorable attitudes toward women, increase recognition of abusive behaviors, increase
active bystander behavior, and reductions in perpetration. 40

Teaching Skills to Prevent Sexual Assault

The second part of the STOPSV plan tackles sexual assault by encouraging the teaching
of skills that hold potential to prevent sexual assault. This approach is rooted in prevention from
an individual level by teaching skills that influence positive relationships, and interactions. Some
skills that are emphasized within this method are conflict management, healthy communication,
dating and relationship skills, healthy sexuality, and empowerment skills. 41 What is positive
about these skills are that they place the responsibility of assaults on perpetrators instead of on
the victim. Penn State and other school often emphasize skills like watching what you drink and
staying with friends, which although can be helpful, they fail to approach sexual assault from the
source. More specifically, this part of the STOPSV method suggests the implication of programs
that have the ability of presenting these valuable skills to individuals. Programs that focus on
social-emotional skills are encouraged. In such programs, Individuals are taught a core set of
social and emotional skills including communication, problem solving, empathy, emotional
regulation, and conflict management. These skills are best approached in childhood and
adolescence, but they can also easily be implemented into college education programs. 42 When
younger generation adopt these skills the way they view violence is altered as well as they form
an understanding of how they can pursue healthy relationships and interactions. The STOPSV
plan also emphasize the need for programs that teach healthy relationship skills. These are
generally just more in-depth overview of the other social-emotional skills that are already
present. However, the plan stresses the need for these skills in relationships that are more
intimate in nature. This part of the approach is critically needed to be implemented among
colleges and Penn State more specifically. This is due to the fact that many students are getting
involved in serious and intimate relationships for the first point in their lives. For this same
reason the plan emphasizes the need for healthy sexuality promotion. Sex education that
addresses sexual communication, sexual respects, and consent would help students achieve this
understanding.43 At the moment sex education programs focus more on safe sex to prevent
STDs, however a more comprehensive education is need that involves the social and emotional
aspects of sexual activity. It is important to acknowledge healthy sexuality, because when we
avoid these conversations with younger generations, we ultimately permit all the social issues
that come along with faulty and unsafe sexuality. Although programs that approach this may be
more beneficial if implemented at a high school level, it is never too late, and colleges should
involve this education in their efforts to combat sexual assaults. This stage of the STOPSV
approach also emphasizes the need for providing women with the skills and empowerment to
reduce the risk of victimization. This calls for the implication of programs that teach girls and
women how to recognize risks for violence in relationships, but more importantly empowering
them to remove themselves from these situations. 44 What is crucial about programs that involve
this step is that they intend to give women and victims a voice instead of teaching them to cower
away from the situation. The emphasis on empowerment is crucial as it avoids unintentional
victim blaming. Throughout research it is demonstrated that empowerment-based approaches
have greater positive outcomes than programs that focus solely on physical self defense
strategies. 45 These programs hold the most potential if implemented toward students at the high
school and college levels, as it is the time that these women will most likely confront the idea of
intimate relationships for the first time. 46

Providing Opportunities to Empower Women and Girls

As mentioned before, empowerment of women and girls is a crucial part of a
comprehensive plan to combat sexual assaults. The STOPSV approach specifically emphasizes
the need for the creation of opportunities when women empowerment is present and a priority.
The rationale behind this approach is rooted in the that fact that empowering women allows for
confidence that can greatly reduce sexual assaults. Although this is a more indirect approach to
combatting sexual assault it is still well supported and holds potential to make positive impacts.
The STOPSV approach suggests implementing opportunities where women can be empowered
in settings like education, jobs, and civic participation. Studies currently document that gender
inequalities in education, employment, and income results in an increased risk for sexual assault.
47
This approach emphasizes the need for leadership opportunities for adolescent girls. This is
best accomplished when programs are implemented where confidence, knowledge, and
leadership are strengthened. These programs are crucial, as they build the self-efficacy women
need to combat sexual assault. Colleges like Penn State can easily implement empowerment of
women into their communities. For example, by increasing the number of women held positions.
As well as offering opportunities where women can build communities to empower each other. It
is seen that sexual assaults are significantly lower in areas where women hold higher educational
and occupational status. 48 Positive trends toward preventing sexual assaults all stem from
granting women the confidence that they are just as valued as men in their community. Once
women can recognize their abilities and power, ultimately so will men.
Creating Protective Environments
This part of the STOPSV method delves into prevention by modifying aspects of the
community itself instead of at an individual level. This approach reasons that changes to policies,
institutional structures, or the social and physical environment will reduce risk characteristics
and install protective factors to reduce sexual assaults at the community level. 49 It is proven that
individual behavior is greatly influenced by characteristics of social and physical environments.
50
It is important that communities like Penn State ensure students interact with environments
that promote positive behavior instead of facilitating negative behavior. The STOPSV approach
suggests improving safety and monitoring on school campuses can promote an ideal positive
environment. By improving safety and monitoring measures schools ensure that students feel
safe. Students will develop the common understanding that their school does not tolerate harmful
behaviors behavior at all. Schools need to consistently monitor the physical and social aspects of
the school, focusing on areas where student generally feel less safe or sexual assault are more
common. For example, Penn State should direct their attention toward areas like freshman
housing, and fraternity houses. Schools need to send out the message to students that there is a
intolerance to harassment of any kind. This means holding any report or harassment whether it
be physical or not to the same standard and following through with consistent efforts. The
establishment of no leniency policies are crucial. This includes valuing every report as well as
establishing consistent policies that are not altered upon the status or position of the perpetrator.
Many schools, and Penn State specifically have histories of dealing with reports of sexual
assaults and harassment in altered or less severe ways dependent on the status of the perpetrator.
When students are aware of these inconsistencies, the confidence that they would be protected in
the situation that they would be assaulted is diminished.

Support for Victims/Survivors

Within the STOPSV approach, support for victims and survivors’ sexual assault is
presented. Although, sexual assault needs to be tackled from a preventative level, it is equally as
important that support is offered to victims and survivors in a way that is effective. When
tackling sexual assault from a hindsight point of view it is crucial that victims are supported in a
way that allows for their confidence, comfort, and self-efficacy to be rebuilt. Once this is
achieved successfully, supporting victims is in fact also a preventative approach as further sexual
assaults and long terms risks are limited. When approaching support for victims it is important
that the victims are put at the center of the process. This means tending to all their needs,
including physical, mental, and legal. Schools need to develop support services that can be
tailored to meet the unique needs of victims. The understanding that not every victim will react
that same way to sexual assault, nor will they all want to follow the same process after. It is so
crucial that schools value the needs and wishes of the victims so that the power they were
deprived of is granted back to them. Colleges need to prioritize well-trained providers of support,
as well as placing the same amount of effort and emphasis on all aspects of support. 51
Programs that Work
Bystander Approaches
“Green Dot” is a program that is focused on the “power of bystanders to prevent violence
and shift social and cultural norms”. 52 The program views all community members as potential
active bystanders and teaches skills so they can safely engage. “Green Dot” intends to replace
red dots on a map that would represent individuals who contribute to sexual violence, by
replacing them with productive green dots. These green dots are symbols for behaviors, words,
and attitudes that promote communities free from sexual violence. The program empowers
individuals to intervene in their peer groups by speaking against behaviors that promote sexual
violence and reinforcing positive social norms. 53 Participants are also taught how to provide
support in situations where sexual assault has occurred.54 “An evaluation of Green Dot
implemented with college students found the intervention campus had an 11% lower rate of
sexual harassment and stalking victimization and a 19% lower rate of sexual harassment and
stalking perpetration when compared to two non-intervention campuses. Another evaluation
found that Green Dot substantially decreased sexual violence, including sexual harassment,
dating violence, and stalking in high schools, including a decrease in sexual violence
perpetration.”55
“Bringing in the Bystander” is a similar evidence-based bystander intervention program.
This program emphasizes bystander as a third role instead of just focusing on the responsibility
of the perpetrator and victim.56 The program teaches safe intervention skills and builds upon
participants empathy for victims. This program incorporates interactive discussions, with other
participants and facilitators, which increase the effectiveness. 57 “Bringing in the Bystander” is
currently in the form of a one-hundred-minute interactive program that can be facilitated online
or in person. 58 “Bringing in the Bystander has been evaluated and found to be effective in
shifting attitudes, cultivating senses of bystander responsibility, and increasing likelihood of
participants intervening across a wide range of colleges and communities. Research comparing
results from rural, residential, urban and commuter colleges showed significant changes in
bystander attitudes after participating in the Bringing in the Bystander program”. 59 In extensive
evaluations groups such as sorority women, college athletes, and U.S. military personnel all
expressed both a greater willingness and confidence to intervene. 60 The program was further
effective in that participants documented they saw being a bystander as a responsibility rather
than a choice. 61
Mobilizing Men and Boys as Allies
“Coaching Boys into Men” is a program that engages boys to prevent sexual assaults
through high school athletics. Coaches are provided with training tools that help promote
respectful, non-violent, and healthy behavior and attitudes. The rationale behind the program is
rooted in the fact that young boys look up to their coaches. Coaches serve as role models and
therefore have a large impact on how young men behave, both on and off the field. 62“Coaching
Boys into Men has been shown to decrease negative bystander behavior (e.g., laughing at sexist
jokes) and decrease dating violence perpetration, including physical, sexual, and emotional
abuse, among male high school athletes.”63 In a three-year evaluation in 2012, a study found that
athletes who participated in the program were more likely to intervene as bystanders rather than
perpetrate sexual violence. 64
Socio-Emotional Learning Approaches
“Second Step” is a program delivered over fifteen weeks that is aimed at reducing
bullying and sexual violence perpetration, through delivering content based on socio-emotional
skills. 65 The program is intended for middle school student but could easily be applied toward
High School or even college age students. Over the course of the program students are exposed
to content related to problem-solving skills, emotional regulation, and empathy. Lessons within
the program are interactive, incorporating group discussions, hands on activities, and other
exercises. In a evaluation of the effectiveness of the program it was found that Second Step was
correlated to a 39% reduction in sexual assault perpetration. 66

“Safe Dates” is a program that aims at teaching healthy relationship skills. Adolescents
and young generations learn positive communication, anger management, and conflict resolution
throughout ten sessions. The curriculum applies these skills to what healthy relationships and
interactions should look like. “Results of a rigorous evaluation found that Safe Dates reduces
physical and sexual violence perpetration and victimization within the dating context among 8th
and 9th graders. Youth exposed to Safe Dates reported from 56% to 92% less dating violence
victimization and perpetration compared to controls at follow-up”67 Although the program is
intended for high school students, it holds potential to be equally as effective for college aged
students, as they are still new to confronting the idea of intimate relationships. Results from
rigorous evaluation revealed that, “four years after receiving the program, students in the
intervention group were significantly less likely to be victims or perpetrators of self-reported
sexual violence involving a dating partner relative to students in the control group”.68

Promoting Healthy Sexuality

“Safer Choices” is a program the emulates a more comprehensive approach to sex
education. The program balances education on HIV, other STDs, and pregnancy prevention with
further information on factors like consent, and sexual assault. In an evaluation of this program
students and schools that received the Safer Choices programs showed more reductions in high-
risk sexual behaviors when compared to students who received a more standard HIV based
curriculum. 69
Empowerment Training for Women
“The Enhanced Assess, Acknowledge, Act” program is a 12-hour courses that helps
prevent victimization of college-aged women. Participants are provided with education that help
to assess risk from acquaintances, overcome emotional barriers in acknowledging danger, and
develop verbal and physical strategies to reduce risk for violence. In a study among Canadian
college student, participant was 50.4% less likely to experience a rape/attempted rape one year
after completing the program. 70 Risks for sexual coercion and other non-consensual contact was
also demonstrated to be significantly lower. 71
Creating a Protective Environment
“Shifting Boundaries” is a program that focuses on creating environments and communities
at schools that don’t allow for perpetration of sexual assaults. One component of the program
allows students to communicate with authority figures about places on campus where they feel at
an increased risk and overall, less safe. The program then implements increased staff monitoring
in theses areas. “Shifting Boundaries building-level intervention was found to reduce peer SV
perpetration by 40% and sexual harassment perpetration by 34%.” 72 The program helps schools
implement a message of zero tolerance to all students.
 How Can Penn State Implement a More Effective
Approach to Combatting Sexual Assaults?
Although Penn State already has made some efforts to combat the issue of sexual
assault on campus, positive strides can be made upon implementing a more comprehensive
approach. An effective approach that will demonstrate promising results cannot emphasize
support and resources for victims post assault. Instead, primary prevention needs to
become prioritized. By examining programs that have shown correlation in reductions in
sexual assaults, Penn State should adapt some into their approach. The university can
model their own programs off these to achieve similar results. For example, a program
modeled off the “Coaching Boys into men” can be administered at fraternities, sport teams,
and other primarily male communities. Penn State can easily administer comprehensive
education systems in new student orientations, or even in required first year seminar
courses. It is shown that first year students are generally the population sexual assaults are
concentrated among, therefore by directing attention and efforts toward them Penn State
can achieve more extensive results. The already in place New Student Orientations need to
be reformed to be more extensive. This means lengthening the time to complete them, as
well as incorporating further information. Penn State also should deeply consider
reforming the messages they are sending out to students, to be mindful of when
unintentional victim blaming could be occurring. Rather than focusing on way victims
could be safer to avoid sexual assaults more emphasis need to be placed on the
responsibility of the perpetrator. To achieve this a message of zero tolerance needs to be
set. This will help create an environment where students will also feel the responsibility to
perpetrate feelings of zero tolerance.
1
Moyer Josh. 2021. "6 sex offenses reported this month on Penn State’s campus, during highest-risk time of
semester". August 30 2021. Accessed April 12, 2022. : Accessible at
https://www.centredaily.com/news/local/education/penn-state/article253848953.html
2
Ibid.
3
Kathleen c. Basile, PhD and others. 2016. "STOVSV: A Technical Package to Prevent Sexual Violence ." Altanta
Georgia , Accessed April 12, 2022.: Accessible at https://www.cdc.gov/violenceprevention/pdf/SV-Prevention-
Technical-Package.pdf.
4
Centers for Disease Control and prevention. 2022. Violence Prevention. February 5. Accessed April 12, 2022.
:Accessible at https://www.cdc.gov/violenceprevention/sexualviolence/fastfact.html.
5
Kathleen c. Basile, PhD and others. 2016. "STOVSV: A Technical Package to Prevent Sexual Violence ." Altanta
Georgia , 9. Accessed April 12, 2022. https://www.cdc.gov/violenceprevention/pdf/SV-Prevention-Technical-
Package.pdf.
6
Ibid.
7
Ibid.
8
Rainn. n.d. “Campus Sexual Violence: Statistics.” Accessed April 12, 2022. :Accessible at
https://www.rainn.org/statistics/campus-sexual-violence
9
Ibid.
10
Ibid.
11
Ibid
12
Alberto R. Gonzales and others n.d. "Sexual Assault on Campus: What Colleges and Universities are Doing About
It." Washington D.C. : U.S. Department of Justice . Accessed April 12, 2022. : Accesible at
https://play.google.com/books/reader?id=g2r7E4iGm4MC&pg=GBS.PP2&hl=en
13
Tara K. Streng and Others . 2015. "Sexual Assault Prevention and Reporting on College Campuses in the US: A
Review of Policies and Recommendations." Department of Sociology , University of Utah, Salt Lake City. Accessed
April 12, 2022. : Accessible at https://files.eric.ed.gov/fulltext/EJ1083737.pdf.
14
Ibid.
15
Centers for Disease Control and prevention. 2022. Violence Prevention. February 5. Accessed April 12, 2022.
:Accessible at https://www.cdc.gov/violenceprevention/sexualviolence/fastfact.html.
16
Ibid.
17
Moyer Josh. 2021. "6 sex offenses reported this month on Penn State’s campus, during highest-risk time of
semester". August 30 2021. Accessed April 12, 2022. : Accessible at
https://www.centredaily.com/news/local/education/penn-state/article253848953.html
18
Ibid.
19
Irwin, Kate. 2021. ‘Something clearly isn’t working’: Penn State Timely Warning data shows increase in reported
sexual violence compared to past. October 14. Accessed April 12, 2022. : accesible
athttps://www.collegian.psu.edu/news/campus/something-clearly-isn-t-working-penn-state-timely-warning-data-
shows-increase-in-reported-sexual/article_73c885a2-2c9a-11ec-bb6e-67f0ba12825c.htm.
20
Swift, Megan. 2021. ‘It’s very disturbing’ : Penn State students say Timely Warnings signal larger sexual violence
concerns. September 30. Accessed April 12, 2022. : Accesible at https://www.collegian.psu.edu/news/campus/it-s-
very-disturbing-penn-state-students-say-timely-warnings-signal-larger-sexual-violence-concerns/article_28deb71c-
2175-11ec-a531-d7b8393498e5.html.
21
U.S. Department of Education n.d. "Know Your Rights: Title IX Prohibits Sexual Harassment and Sexual Violence
Where you go to School ." Accessed April 12, 2022.: accesible at
https://www2.ed.gov/about/offices/list/ocr/docs/title-ix-rights-201104.pdf
22
Tara K. Streng and Others . 2015. "Sexual Assault Prevention and Reporting on College Campuses in the US: A
Review of Policies and Recommendations." Department of Sociology , University of Utah, Salt Lake City. Accessed
April 12, 2022. : Accessible at https://files.eric.ed.gov/fulltext/EJ1083737.pdf.
23
Yung, Corey Rayburn. 2014. "Concealing Campus Sexual Assault: An Empirical Examination." School of Law,
University of Kansas. Accessed April 12, 2022. : Accessible at
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2504631
24
Moyer Josh. 2021. "6 sex offenses reported this month on Penn State’s campus, during highest-risk time of
semester". August 30 2021. Accessed April 12, 2022. : Accessible at
https://www.centredaily.com/news/local/education/penn-state/article253848953.html
25
Irwin, Kate. 2021. ‘Something clearly isn’t working’: Penn State Timely Warning data shows increase in reported
sexual violence compared to past. October 14. Accessed April 12, 2022. : accesible
athttps://www.collegian.psu.edu/news/campus/something-clearly-isn-t-working-penn-state-timely-warning-data-
shows-increase-in-reported-sexual/article_73c885a2-2c9a-11ec-bb6e-67f0ba12825c.htm.
26
Alberto R. Gonzales and others n.d. "Sexual Assault on Campus: What Colleges and Universities are Doing About
It." Washington D.C. : U.S. Department of Justice . Accessed April 12, 2022. : Accesible at
https://play.google.com/books/reader?id=g2r7E4iGm4MC&pg=GBS.PP2&hl=en
27
Swift, Megan. 2021. ‘It’s very disturbing’ : Penn State students say Timely Warnings signal larger sexual violence
concerns. September 30. Accessed April 12, 2022. : Accesible at https://www.collegian.psu.edu/news/campus/it-s-
very-disturbing-penn-state-students-say-timely-warnings-signal-larger-sexual-violence-concerns/article_28deb71c-
2175-11ec-a531-d7b8393498e5.html.
28
Alberto R. Gonzales and others n.d. "Sexual Assault on Campus: What Colleges and Universities are Doing About
It." Washington D.C. : U.S. Department of Justice . Accessed April 12, 2022. : Accesible at
https://play.google.com/books/reader?id=g2r7E4iGm4MC&pg=GBS.PP2&hl=en
29
Moyer Josh. 2021. "6 sex offenses reported this month on Penn State’s campus, during highest-risk
time of semester". August 30 2021. Accessed April 12, 2022. : Accessible at
https://www.centredaily.com/news/local/education/penn-state/article253848953.html
30
Ibid.
31
Penn State. n.d. Office of Sexual Misconduct Prevention and Response . Accessed April 12, 2022. : accesible at
https://titleix.psu.edu/.
32
Tara K. Streng and Others . 2015. "Sexual Assault Prevention and Reporting on College Campuses in
the US: A Review of Policies and Recommendations." Department of Sociology , University of Utah, Salt
Lake City. Accessed April 12, 2022. : Accessible at https://files.eric.ed.gov/fulltext/EJ1083737.pdf.
33
Others, Sarah deGue and. 2014. "A systematic review of primary prevention strategies for sexual
violence perpetration☆." Division of Violence Prevention, Centers for Disease Control and
Prevention, Atlanta Georgia. Accessed April 12, 2022. :accessible at
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5875446/
34
Ibid.
35
Kathleen c. Basile, PhD and others. 2016. "STOVSV: A Technical Package to Prevent Sexual Violence ."
Altanta Georgia , Accessed April 12, 2022.: Accessible at
https://www.cdc.gov/violenceprevention/pdf/SV-Prevention-Technical-Package.pdf
36
Ibid.
37
Ibid.
38
Ibid.
39
Ibid
40
Ibid.
41
Ibid.
42
Ibid.
43
Ibid.
44
Ibid.
45
Ibid.
46
Ibid.
47
Ibid.
48
Ibid.
49
Ibid.
50
Ibid
51
Ibid.
52
The Center for Women and Families:, Kentucklana’s Rape Crisis Domestic Violence Center. 2022. “Green Dot” .
Accessed April 12, 2022.: accessible at https://www.thecenteronline.org/prevention/prevention-projects/green-
dot/.
53
Kathleen c. Basile, PhD and others. 2016. "STOVSV: A Technical Package to Prevent Sexual Violence ." Altanta
Georgia , Accessed April 12, 2022.: Accessible at https://www.cdc.gov/violenceprevention/pdf/SV-Prevention-
Technical-Package.pdf
54
Ibid.
55
Ibid.
56
Soteria Solutions. n.d. Bringing in the Bystander. Accessed April 12, 2022. :accessible at
https://cultureofrespect.org/program/bringing-in-the-bystander/.
57
Ibid.
58
Ibid.
59
Ibid.
60
Ibid.
61
Ibid.
62
“Coaching Boys into Men” . Accessed April 12, 2022.:accessible at https://www.coachescorner.org/.
63
Kathleen c. Basile, PhD and others. 2016. "STOVSV: A Technical Package to Prevent Sexual Violence ." Altanta
Georgia , Accessed April 12, 2022.: Accessible at https://www.cdc.gov/violenceprevention/pdf/SV-Prevention-
Technical-Package.pdf
64
Coaches Corner . “CBIM Works!” Accessed April 12, 2022. Accessible at
https://www.coachescorner.org/impact/.
65
Kathleen c. Basile, PhD and others. 2016. "STOVSV: A Technical Package to Prevent Sexual Violence ." Altanta
Georgia , Accessed April 12, 2022.: Accessible at https://www.cdc.gov/violenceprevention/pdf/SV-Prevention-
Technical-Package.pdf
66
Ibid.
67
Ibid.
68
Sarah deGue and others. 2014. "A systematic review of primary prevention strategies for sexual
violence perpetration." Division of Violence Prevention, Centers for Disease Control and
Prevention, Atlanta Georgia. Accessed April 12, 2022. :Accesible at
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5875446/.
69
Kathleen c. Basile, PhD and others. 2016. "STOVSV: A Technical Package to Prevent Sexual Violence ." Altanta
Georgia , Accessed April 12, 2022.: Accessible at https://www.cdc.gov/violenceprevention/pdf/SV-Prevention-
Technical-Package.pdf
70
Ibid.
71
Ibid.
72
Ibid.

Image Sources
Figure 1: Tauriello, Michael. 2021. "Students Against Sexual Violence Protest, March Across Campus."
Onward State. October 4. Accessed April 12, 2022. :accessible at
https://onwardstate.com/2021/10/04/photo-story-students-against-sexual-violence-protest-
march-across-campus/.
Figure 2: Centers for Disease Control and prevention. 2022. Violence Prevention. February 5. Accessed April 12,
2022. :Accessible at https://www.cdc.gov/violenceprevention/sexualviolence/fastfact.html.

Figure 3: Centers for Disease Control and prevention. 2022. Violence Prevention. February 5. Accessed April 12,
2022. :Accessible at https://www.cdc.gov/violenceprevention/sexualviolence/fastfact.html.