Institutional Title IX Requirements for Researchers Conducting Human Subjects Research on Sexual Violence and other Forms of Interpersonal Violence

The purpose of this white paper is to provide guidance on how university and college Institutional Review Boards (IRBs) and IRB administrators can oversee, and researchers can conduct, research investigating the different aspects of Sexual Violence and other forms of Interpersonal Violence

Half of Women in New Hampshire Have Experienced Sexual Harassment at Work

In this brief, authors Kristin Smith, Sharyn Potter, and Jane Stapleton discuss the results of a 2018 Granite State Poll survey conducted by the University of New Hampshire on workplace sexual harassment in New Hampshire. They report that over half of women and nearly one-quarter of men in New Hampshire have been victims of sexual harassment at their workplaces during their lifetimes. Women are more likely to state they suffered work-related consequences (for example, financial loss, being fired or demoted) than men, but similar shares reported quitting their jobs as a result of the harassment. Sexual harassment is problematic for the workplace, as it reduces worker morale and job satisfaction, diminishes productivity, and increases absenteeism and worker withdrawal. The authors suggest that employers would do well to invest in prevention, such as bystander intervention training, and encourage victims’ use of supports to mitigate the negative effects of workplace sexual harassment

It’s Not Just the What but the How

White House Task Force to Protect Students From Sexual Assault looked to Prevention Innovations Research Center to evaluate efficacy of strategies for prevention and response to sexual violence on campus

Intellectual Growth For Undergraduate Students: Evaluation Results From An Undergraduate Research Conference

We describe the development and evaluation of the university-wide, weeklong undergraduate research conference at the University of New Hampshire. Despite increases nationally in the number of undergraduate research conferences (URC), there has been little research examining the social and educational impact of these events on student presenters. We describe the development and evaluation of the university-wide, weeklong URC at the University of New Hampshire. A survey administered to URC participants over a four year period revealed that research culminating in a presentation at the URC was one of the more influential events students experienced during their undergraduate years and students realized a high level of satisfaction from presenting at the URC

Changing Attitudes About Being a Bystander to Violence: Translating an In-Person Sexual Violence Prevention Program to a New Campus

Bystander approaches to reducing sexual violence train community members in prosocial roles to interrupt situations with risk of sexual violence and be supportive community allies after an assault. This study employs a true experimental design to evaluate the effectiveness of Bringing in the Bystander™ through 1-year post-implementation with first-year students from two universities (one rural, primarily residential; one urban, heavily commuter). We found significant change in bystander attitudes for male and female student program participants compared with the control group on both campuses, although the pattern of change depended on the combination of gender and campus

Changing Attitudes About Being a Bystander to Violence: Translating an In-Person Sexual Violence Prevention Program to a New Campus

Bystander approaches to reducing sexual violence train community members in prosocial roles to interrupt situations with risk of sexual violence and be supportive community allies after an assault. This study employs a true experimental design to evaluate the effectiveness of Bringing in the Bystander™ through 1-year post-implementation with first-year students from two universities (one rural, primarily residential; one urban, heavily commuter). We found significant change in bystander attitudes for male and female student program participants compared with the control group on both campuses, although the pattern of change depended on the combination of gender and campus