Sexual violence is common on US college campuses and can result in negative health and academic outcomes. Credit-bearing courses are a possible innovative intervention, but few have been studied, and little is known about enrolled students’ experiences. Our institution, located in the Southern United States, developed a semester-long class as a curricular intervention after our institutional climate survey results showed high rates of sexual violence among undergraduate students. Students enrolled in the course wrote a final reflection paper on what they found meaningful about the class (N = 62). Qualitative conventional content analysis was used to examine what students found most salient. Three overarching categories emerged: course content, course delivery and course impact, each with multiple themes. For course content, students wrote about 22 different topics from the class. For course delivery, students discussed the open forum to discuss sexuality, the importance of taking the course in their first year of college and the course structure. For course impact, students discussed gaining new knowledge, questioning prior assumptions, experiencing personal transformation and feeling empowered to act. Results indicated that students had a powerful class experience and that this kind of educational intervention has the potential to positively impact enrolled students.

中文翻译：

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“对我如何看待自己和周围的世界产生深远的影响”：学生们认为参加旨在减少校园性暴力的学术课程的意义何在

性暴力在美国大学校园很常见，可能会导致负面的健康和学术成果。学分课程是一种可能的创新干预措施，但研究很少，而且对注册学生的经历知之甚少。我们的机构位于美国南部，在我们的机构氛围调查结果显示本科生中性暴力发生率很高之后，我们开发了一个为期一个学期的课程作为课程干预。参加该课程的学生就他们认为该课程有意义的内容写了一篇最终反思论文（N = 62）。定性的传统内容分析用于检查学生认为最突出的内容。出现了三个总体类别：课程内容、课程交付和课程影响，每个类别都有多个主题。对于课程内容，学生们写下了课堂上大约 22 个不同的主题。在课程授课方面，学生们在开放论坛上讨论了性、大学第一年学习该课程的重要性以及课程结构。对于课程影响，学生们讨论了获取新知识、质疑先前的假设、经历个人转变以及感觉有能力采取行动。结果表明，学生拥有丰富的课堂体验，这种教育干预有可能对就读学生产生积极影响。