Differentiated Instruction in Sexual Misconduct Prevention and Awareness Programming: Exploring How Universities Implement VAWA's Programming Requirements

Abstract

This preliminary study into differentiated instruction in Sexual Misconduct prevention and awareness programming explores whether institutions of higher education are currently implementing differentiated instruction in their programming efforts. We conducted a systematic review of Clery Annual Fire and Safety Reports to determine how institutions are meeting VAWA's primary prevention and awareness programming requirements and which VARK learning style such programs primarily catered to. The results of this study suggest institutions are not currently implementing differentiated instruction in Sexual Misconduct prevention and awareness programming and, as a result, current programming efforts fail to effectively engage a significant portion of the student population whose preferred learning styles are not aural/auditory.