creating and implementing an online lgbtq ally program
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Creating and Implementing an Online LGBTQ Ally Program . Joe Ritchie, Old Dominion University Jennifer Giblin , Old Dominion University Kate Polivka , Trinity University. Presentation Outline. Introduction Setting the Stage Hitting a Wall Development Pilot Version Lessons Learned - PowerPoint PPT PresentationTRANSCRIPT
Creating and Implementing an Online LGBTQ Ally Program
Joe Ritchie, Old Dominion UniversityJennifer Giblin, Old Dominion University
Kate Polivka, Trinity University
Presentation Outline
• Introduction• Setting the Stage• Hitting a Wall• Development• Pilot Version• Lessons Learned• Question & Answer
Introduction
Presenters
Joe Ritchie Kate PolivkaJennifer Giblin
Setting the Stage
Safe Space at ODU
• Housed in Student Affairs• Committee of faculty/staff volunteers• No dedicated personnel• No physical space• Limited budget
Committee Mission
“… strives to reduce homophobia, transphobia and heterosexism.... We are dedicated to a vision of a community that is open, safe, and accepting to all lesbian, gay, bisexual, transgender and queer or questioning people and allies. We help cultivate this climate through awareness, education, and advocacy.”
Committee Activities
Training
ProgramsAdvocacy
Ally Training
• 2008 - Current training developed• Consultant and peer review• 6-hour, in-seat training• Faculty, staff, and graduate
assistants• Distinguished from UG training by
length and depth• ‘Train the trainer’
Training Components• Need for Safe Spaces• Terminology• Sexuality and Gender Identity• Developmental Models• Transgender Transitioning Process• History of LGBTQ Civil Rights• Student Panel• Case Studies• Resources
Changing Demands
Depth of Material
Number of Training Sessions
Types of Training Options
Community Need
Limited LGBTQ Resources
‘Out’ Community Members
Awareness of Our Resources
Requests for Flexibility
In-Seat, 1 Day In-Seat, 2 ½-Days
Live Broadcast, Distance Learning
Hitting a Wall
Rationale for Online Version
Distance Learning Sites
Push by Accrediting
Body
Accommodate Inflexible Schedules
Limited Number of Facilitators
Development
Refining the MaterialsSelection of topics and activities
Development of a script
Division into modules
Creation of slides, graphics
Translating Activities to Online Format
Terminology Quiz
Climate Assessment Checklist
Heterosexual Privilege Checklist
“Coming Out” Stars
Coming Out Stories of Students
Reflection Questions & Responses
Narrating the Modules
• Center for Learning and Teaching• Utilization of University software– Audio– Articulate– Blackboard
• Identification of narrators
Pilot Version
Piloting the Online Training
• Pilot program– Selection of participants– Attrition of pilot testers– Feedback interview– Revisions
https://www.blackboard.odu.edu
Assessments on Each Module
Q1. What is your overall impression?Q2. The objectives were clear.Q3. The activities were aligned with content and resources.Q4. The resources were helpful for understanding content and completing assignments.
Assessments on Each Module
Q5. What worked best?Q6. What worked least?Q7. Other comments and suggestions.Q8. Additional topics suggested (last module only).
Lessons Learned
Setbacks Experienced
• Inter-office collaboration• Staffing changes• Timeline from initiation to launch
Implications for Future Use
• Changes to certain modules• Promote to University at large• Offer internally only• Useful for staff with limited time or
odd hours (i.e. police)• Student version
Question & Answer
