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Population and Subgroup Differences in the Prevalence and Predictors of Campus Sexual Assault

Total Credits: 1.25 including 1.25 Category II CEs

Special Offers
Lisa Fedina, PhD |  Rich Tolman, PhD
Course Levels:
1 Hour 15 Minutes



This webinar presents preliminary findings from a secondary data analysis study using the Haven Online Campus Sexual Assault Prevention program data. The scope and scale of the data used in this study allow for the examination and generalization of findings across contexts and behaviors and may help identify student populations in greatest need of services and resources. In addition, prevalence estimates of campus sexual assault victimization and perpetration across gender, racial/ethnic, and sexual orientation sub-populations will be discussed, and trends in perceptions of campus norms and bystander behavior that can guide campus sexual assault prevention efforts.



Lisa Fedina, PhD Related seminars and products

Dr. Lisa Fedina is an assistant professor at the School of Social Work at the University of Michigan. Her research investigates health and mental health outcomes associated with gender-based violence and the connections between different forms of violence across the lifespan. She is particularly interested in understanding how social policy and structural factors perpetuate inequalities in violence and health, and improving systems-level (e.g., criminal justice, healthcare) responses to gender-based violence.

Rich Tolman, PhD Related seminars and products

Dr. Rich Tolman is a Professor at the University of Michigan School of Social Work. His work focuses on the effectiveness of interventions designed to change violent and abusive behavior and the impact of violence on victims’ physical, psychological, and economic well-being. He began his work in this area as a practitioner working with men who batter in 1980.

Learning Objectives

Upon the completion of this webinar, participants will be able to: 

  1. Identify prevalence estimates of campus sexual assault victimization and perpetration across student sub-populations 
  2. Understand the relationship between attitudes and perceptions of campus norms and reports of victimization and perpetration
  3. Identify research gaps and areas of further study needed to understand variation in victimization and perpetration on college campuses 


Bibliography & References


Brown, A. L., Banyard, V. L., & Moynihan, M. M. (2014). College students as helpful bystanders against sexual violence: Gender, race, and year in college moderate the impact of perceived peer norms. Psychology of Women Quarterly, 38(3), 350–362.

Diamond-Welch, B. K., Hetzel-Riggin, M. D., & Hemingway, J. A. (2016). The willingness of college students to intervene in sexual assault situations: Attitude and behavior differences by gender, race, age, and community of origin. Violence and Gender, 3(1), 49–54.

Edwards, K. M., Sylaska, K. M., Barry, J. E., Moynihan, M. M., Banyard, V. L., Cohn, E. S., Walsh, W. A., & Ward, S. K. (2015). Physical dating violence, sexual violence, and unwanted pursuit victimization: A comparison of incidence rates among sexual-minority and heterosexual college students. Journal of Interpersonal Violence, 30(4), 580–600.

Fedina, L., Holmes, J. L., & Backes, B. L. (2018). Campus sexual assault: A systematic review of prevalence research from 2000 to 2015. Trauma, Violence, & Abuse, 19(1), 76–93.

Kimble, M., Neacsiu, A. D., Flack, W. F., & Horner, J. (2008). Risk of unwanted sex for college women: Evidence for a red zone. Journal of American College Health, 57(3), 331–338.

Koss, M. P., Gidycz, C. A., & Wisniewski, N. (1987). The scope of rape: Incidence and prevalence of sexual aggression and victimization in a national sample of higher education students. Journal of Consulting and Clinical Psychology, 55(2), 162–170.

Koss, M. P., Abbey, A., Campbell, R., Cook, S., Norris, J., Testa, M., Ullman, S., West, C., & White, J. (2007). Revising the SES: A collaborative process to improve assessment of sexual aggression and victimization. Psychology of Women Quarterly, 31(4), 357–370.

McMahon, S., Peterson, N. A., Winter, S. C., Palmer, J. E., Postmus, J. L., & Koenick, R. A. (2015). Predicting bystander behavior to prevent sexual assault on college campuses: The role of self-efficacy and intent. American Journal of Community Psychology, 56(1), 46–56.

Moylan, C. A., Hatfield, C., & Randall, J. (2018). Campus sexual assault climate surveys: A brief exploration of publicly available reports. Journal of American College Health, 66(6), 445–449.

Orchowski, L. M. (2019). “Trouble in paradigm” and the social norms approach to violence prevention. Violence Against Women.

Patterson Silver Wolf, D. A., Perkins, J., Van Zile-Tamsen, C., & Butler-Barnes, S. (2018). Impact of violence and relationship abuse on grades of American Indian/Alaska Native undergraduate college students. Journal of Interpersonal Violence, 33(23), 3686–3704.

Schulze, C., & Koon-Magnin, S. (2017). Gender, sexual orientation, and rape myth acceptance: Preliminary findings from a sample of primarily LGBQ-identified survey respondents. Violence and Victims, 32(1), 159–180.

Swartout, K. M., Swartout, A. G., & White, J. W. (2011). A person-centered, longitudinal approach to sexual victimization. Psychology of Violence, 1(1), 29–40.

Voth Schrag, R.J., & Edmond, T.E. (2018). Service use and needs among female survivors of intimate partner violence attending community college. Journal of Family Violence, 33, 393–404. https://doi-org /10.1007/s10896-018-9958-3

Weitzman, A., Cowan, S., & Walsh, K. (2020). Bystander interventions on behalf of sexual assault and intimate partner violence victims. Journal of Interpersonal Violence, 35(7–8), 1694–1718.

White House Task Force to Protect Students From Sexual Assault. (2014). Not alone: The first report of the White House task force to protect students from sexual assault. From

White House Task Force to Protect Students From Sexual Assault. (2017). Preventing and           addressing campus sexual misconduct: A guide for university and college presidents,               chancellors, and senior administrators. From                   %20Event.Guide%20for%20College%20Presidents.PDF

Wiersma-Mosley, J. D., Jozkowski, K. N., & Martinez, T. (2017). An empirical investigation of campus demographics and reported rapes. Journal of American College Health, 65(7), 482–491.

Zapp, D., Buelow, R., Soutiea, L., Berkowitz, A., & DeJong, W. (2018). Exploring the potential campus-level impact of online universal sexual assault prevention education. Journal of Interpersonal Violence.


Late Fees and Refunds

Fee & Registration:

This workshop is free. However the cost for CE is $15. 

No refunds or transfers are offered for this event. 


Course Completion & CE Information


Category II Maryland BSWE Requirement

The Office of Continuing Professional Education at the University Of Maryland School Of Social Work is authorized by the Board of Social Work Examiners in Maryland to sponsor social work continuing education programs. This workshop qualifies for 1 Category II Continuing Education Units.. The Office of Continuing Professional Education is also authorized by the Maryland Board of Psychologists and the Maryland Board of Professional Counselors to sponsor Category B continuing professional education.


Please refer to the tab "Live Interactive Webinar Policies & FAQs" for UMSSW Office of CPE policies regarding all live interactive webinar related matters.

Live Interactive Webinar Platforms




The Office of Continuing Professional Education hosts Live Interactive Webinars through two platforms: Zoom and WebEx.

Both platforms offer high quality and user-friendly webinar platforms for our registrants.


System Requirements:

  • Operating Systems: Windows XP or higher; MacOS 9 or higher; Android 4.0 or higher.
  • Internet Browser: Google Chrome; Firefox 10.0 or higher.

Our system is not compatible with the Safari web browser.

  • Broadband Internet Connection: Cable, High-speed DSL and any other medium that is internet accessible.

**Please have your device charging at all times to ensure that your device does not lose power during the webinar.


Course Interaction Requirements:

To participate in Live Interactive Webinars, you MUST have a device that allows you to view the presentation on screen and hear the instructor at all times. We do not allow participants to call-in from their phones or mobile devices and solely listen to the presentation. Participation in Live Interactive Webinars is mandatory.

Target Audience

Social Workers, LCPCs, and Psychologists

All those interested in Topic Welcomed

Webinar Policies & FAQs

Click The Link to View The Webinar Policies & FAQs



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