INVEST IN THE POWER OF PREVENTION
The 2013 amendments to the Jeanne Clery Act require institutions of higher education to offer prevention programming to all incoming students, both undergraduate and graduate. There are many ways to deliver this education to students, including online course, in-person workshop, or large-group presentation. This free tool from Culture of Respect is a curated list of theory-driven and evidence-based sexual violence prevention programs available in the field.
Culture of Respect does not endorse or support any one program; rather, we provide this clearinghouse to help institutions identify those programs that best meet their needs.
To learn more about a program or inquire about bringing a program to your institution, contact them directly using the information provided in the program listing.
Levels of Evidence
Culture of Respect supports the use of evidence-based, theory-driven programming. Programs qualify for inclusion on this page if they fall under one of the three categories below. Programs that are not based in sound theory or whose evaluation studies did not demonstrate an effect are not included on our website.
Supported By Evidence
Program authors or researchers have established evidence of effectiveness of this program by demonstrating participants’ improvements on one or more learning objective, using an experimental or quasi-experimental design (with a comparison group). This evaluation data must have been published in at least one peer-reviewed publication.
Program authors or researchers have established evidence of effectiveness of this program by demonstrating participants’ improvements on one or more learning objective using a non-experimental design (no comparison group). This type of evaluation data may be self-published by the authors, or published in a peer-reviewed publication.
There is an expected effect of this program because it is based off sound theory and previous research. This might mean that there is evidence that participants and administrators are satisfied, but no evidence that learning objectives were achieved.