This qualitative, action research study explored how practitioners' understanding of the academic impacts of sexual violence on female college students transformed. The professional development innovation called "SAAIT: Sexual Assault Academic Intervention Training" was designed using the theoretical framework of Transformative Learning Theory, Sense of Belonging, and Critical Feminist Theory. The innovation guided participants through stages of transformative learning while they learned about the concepts of identities, biases, assumptions, and a sense of belonging. Findings from the study were threefold: 1.) As participants learned about the concepts of identities, biases, assumptions, and a sense of belonging, they developed empathy for female victims; 2.) As participants went through the stages of transformative belonging, their confidence in supporting victims increased; and 3.) As participants considered recommendations for academically supporting victims, their sense of advocacy grew. This study contributes to the literature in two ways: 1.) by examining the academic impacts that female victims face due to sexual violence, and 2.) utilizing transformative learning theory to build a culture of "transformative belonging" by leading with empathy, advocacy, and adaptability. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]