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INTRODUCTION

Our group is one of four in our class tasked with the project of
creating a sexual violence, Title IX, and relationships within a
community program for Honors College orientations. We plan to
What Would Superman Do? Bystanders and Sexual Victimization Program
take a portion of the Honors College orientation to present to
students the importance of understanding their role in
Abby Callahan, Stephanie Poget, Lindsey Farrell, and Ashlyn Pack
preventing sexual assault and alcohol-based peer pressure. In
doing this we are attempting to make students more Faculty Advisors: Dr. Christina Policastro and Dr. Courtney Crittenden
comfortable with stepping into situations they deem possibly
harmful to others or traditionally uncomfortable for themselves.
We want these students to be able to recognize these situations
that could lead to sexual assault or alcohol related
complications that they may have previously thought were
harmless or did not think about at all. This was not always the
case however. Getting here required a trip down a tumultuous
PRESENT FUTURE
path outlined in the next segment (The Past).
For the program itself we begin by asking the audience to pick their popular culture hero. Someone who has been a positive influence Why are we doing this? What is our tangible goal ahead? Our end project is
who you hold to a high standard; someone you could never imagine doing something morally wrong. This may include asking for some to be one part of a four-part orientation for the Honors College freshmen
in both Brock and High Achieving Mocs. The other four parts include skits
PAST people to volunteer their hero for example purposes. From their we continue to the meat of the program entitle Now Imagine. This is
the portion that may be most triggering to students, so for damage control, we will give a trigger warning and all students to close their pertaining to mental health, examples of healthy and unhealthy
eyes to allow anyone who needs to leave to do so. Once they have left, the remaining audience will be asked to imagine their hero in the relationships, and examples of commonality in diversity. In this
following scenarios, thus the title What Would Superman Do? They will presented with a scenario regarding peer pressure to drink, orientation program, all four parts will come together as one to create a
Though this class began during the Fall semester with the sexual coercion/date rape, and alcohol related/unconscious rape. We have taken great care not to explicitly state the scenarios in detail community oriented program to connect students with each other and to
beginning of the Spring semester came a new set of groups and prepare them for things they may encounter as part of a college
as our goal is not to traumatize the students. Instead we have broken each situation into three parts.
goals for the class. Initially our group had wanted to create an community. The potential organization of the overall programmed is
educational video about sexual assault that catered towards a simplified below in Figure 5. Our hope is that when the students leave this
Part 1: The Scenario is present in vague terms to insinuate the situation. (Figure 2) orientation they are knowledgeable and prepared to tackle diversity,
male audience. Our topic focused on factors that affect a males
Each scenario was specifically chosen based on the likelihood of encountering this situation. relationships, and self-awareness topics and real life situations as a
judgement like hyper-masculinity and how it could result in
Part 2: The students are given a series of cited Statistics displaying how often the scenario goes poorly. (Figure 3) community.
violence and even lead to becoming a perpetrator in sexual
harassment, sexual violence, and/or interpersonal violence (IPV).
Statistics are meant to give real life depth to the imaginary scenarios.
However, when our entire class met with our community partners, Part 3: They are reminded to imagine their hero saying the following Buzz Phrases in the scenario presented. (Figure 4)
Title IX Coordinator Dr. Stephanie Rowland and Director of the Buzz phrases are specifically used to enforce some level of cognitive dissonance in the audience.
Womens Center Sara Peters, to see what UTC needs, they By giving them specific negative words or phrases to imagine their hero saying theyre forced to recognize how difficult Figure 5. The Possible Pyramid of the Bigger Picture
suggested that we not reinvent the wheel. They suggested a couple it is to imagine their hero doing something that is inherently damaging to others and/or themselves in the scenario.
of educational videos for us to watch and that we should instead
seek to base a curriculum off of videos that are already available. After the mental workout of the scenarios, we will invite the other students back in for the last segment titled Open Your Eyes: Your
This muddled our plans, but we did attempt to pursue it Hero and You. We will ask students to volunteer how difficult it was to imagine their heroes behaving as the scenario depicted. If no
nonetheless. That is when the Honors College came to our class volunteers come forward we will offer them as rhetorical questions to think on as they continue their day. Closing statements will
and offered us a venue for our classes program, the Honor include bringing to the attention of the audience that if we consider this behavior unimaginable for our heroes then we should consider
College Freshman Orientation. With a more tangible goal in sight, this behavior unimaginable for ourselves. To bring the mood back up for the ending sequence, we plan to show the audience a video
our project began its most drastic changes. A spark of inspiration explaining what someone can do in similar scenarios to be their own hero as well as a popular video explaining consent through the
hit where we thought of the saying, What would Superman do? pleasant act of drinking tea. In the end the audience will be provided a handy handout to take home to keep the discussion in their
By changing the narrative from thinking of you in that situation, minds after the program has finished.
we would ask people to imagine what their popular culture icon in
scenarios based about sexual victimization, IPV, and alcohol-based
peer pressure. We clung to our work focusing on gender (as shown Figure 1. Now Imagine Scenario slides
in figure 1), but eventually decided that the gendered narrative
distracted from the important aspects of the program. This
snowballed into the complex, but hopefully easy to follow,
presentation outlined in the next section (The Present).

Figure 1. Example of the Evolution of Our Idea

Original :

REFERENCES
Figure 3. Now Imagine Statistics Figure 4. Now Imagine Buzz Phrases
American University (Producer). (2014, August 19). Step Up [Video on file]. Retrieved
Finished : from https://youtu.be/491e8Oku0Jw
Fisher, B.S., Cullen, F.T., & Turner, M.G. (2000). The Sexual Victimization of College
Women. National Institute of Justice, Bureau of Justice Statistics.
Krebs, C.P., Lindquist, C.H., Warner, T.D., Fisher, B.S., & Martin, S.L. (2007). The
Campus Sexual Assault (CSA) Study. National Institute of Justice.
Mohler-Kuo, M., Dowdall, G., Koss, M., & Wechsler, H. (2004). Correlates of Rape While
Intoxicated in a National Sample of College Women. Journal of Studies on
Alcohol, 65, 37-45.
Peer pressure and alcohol Use amongst college students. (n.d.)Applied Psychology
Online Publication of Undergraduate Studies. New York University Steinhardt.
Statistics for Sexual Violence. (2015). National Sexual Violence Resource Center.
Thames Valley Police (Producer). (2015, November 16). Tea and Consent [Video on
file]. Retrieved from https://youtu.be/pZwvrxVavnQ

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