existing consent module fails students

continuously relevant in a university student’s quotidian interactions, and any lessons the module teaches are unlikely to be remembered or implemented by a student.

Another factor that prevents long-term retention is its flawed quizzing system. Pedagogical research unanimously agrees on the importance of quizzing students on content to consolidate it in their memory. Not only do quiz questions force students to appraise the nuances in what they have learnt, they also prevent students from hammering their trackpad with their mouse posed over the ‘next page’ arrow. There are quizzes and scenarios to engage with throughout the course, but these do not actually need to be clicked or read in order to proceed to the next page. This stands out from other consent modules I have taken, such as Monash University’s consent module equivalent where the arrow does not appear until the page’s activity is complete, or the more detailed module for USU club executives which does not flick to the next page until adequate reading time has passed. Although these measures can seem irritating, they increase the likelihood of students interacting with the content by eliminating an ‘easy way out.’

The one-hour course is also painfully dry. USyd student Holly* said the design was “sterile”, which “undermined the seriousness of the topic.” sessions are more likely to open peer-to-peer dialogue in a safe, regulated space. They also allow students to tailor their learning by asking questions, rather than all completing a standardised module. Face-to-face conversations also allow the minimisation of distress, whereas students who feel distressed during the online module may be isolated and struggle more to reach out from behind their screen.

4. Inadequate content warnings

Psychological research on the effectiveness and utility of content warnings to prevent distress produces mixed results. However, the topic of sexual assault is highly triggering for many students who have experienced it or know someone who experienced it — a pool of people that is unfortunately very large. As explained by the philosopher Kate Manne, the point of content warnings is to allow people to mentally prepare before commencing a reading that will be upsetting or distressing. Before the University of Sydney’s Consent Matters module, Canvas provides the bareboned warning:

“This module covers some sensitive topics that may cause you distress. The course does not include explicit graphics or images, but it does include hypothetical scenarios exploring what consent and lack of consent can look like.”

The vague content warning dances around the issue itself, which is problematic as it does not concretely lay out what the module involves and what students will be exposed to — this withholds students’ ability to prepare themselves or apply for exemptions if required.

5. Lack of alternatives their courses. Once they are shocked by this and probe further, they realise that this is due to the non-completion of the Consent Matters module. Bella*, a former USYD student, failed to complete the module purely because she was not aware of its existence nor the strict deadline — and was only made aware on results day. She was astounded, sharing: “I didn’t have any clue that it was due, or what it even was,” as there was little communication, unfairly relying on students mastering navigation of Canvas depths in their embryonic university days.

Students can apply for an exemption, but this involves navigating the University of Sydney’s notoriously slow-moving and labyrinthine bureaucratic maze. Considering the severe consequences of noncompletion, survivors are likely to complete the module regardless, feeling forced to tolerate any levels of distress raised.

6. Moving forward

When students enter with at least 18 years of preconceived notions about the patriarchy, rape culture and power, it is impossible for these beliefs that drive and perpetuate sexual assault to dissipate.

As the design is embedded into a Canvas page, USYD student Liz* remarks that it feels like “a bland Canvas module,” which further encourages students to click through it rather than critically engage with any material.

Instructional design research also points to face-to-face learning as more effective than online learning, particularly for the undergraduate demographic. Regular face-to-face

Considering the highly distressing nature of content on sexual assault, particularly scenarios that may simulate a student’s own trauma, it is remiss not to provide a comprehensive range of alternatives, tailored to each student’s potential needs. Sexual trauma does not affect students equally, and therefore pointing all students in one direction is harmful.

Not only are there inadequate alternatives for students distressed by the course’s content, the University of Sydney acts punitively towards students who do not complete the module. If a student does not complete the module by the census date, often the punishment is delayed and revealed when they open their marks, only to see they have failed

However, this does not dismiss the University’s obligation to facilitate a safe environment for students. A mandatory consent training system is one stride towards a safer campus — but its content and methodology must be tailored to support students, particularly vulnerable survivors. Nevertheless, one stickfigured slideshow does discharge the University’s obligation to prevent sexual violence and survivors. An improved Consent Matters module should be only one paving in a long road of measures to improve student safety.

*Names have been changed to protect the interviewees’ identities.