Confronting you can’t do that online!

1. Confronting you can’t do that online! Rapping with Offenders: The Use of Chat to Facilitate a Synchronous Interactionbetween Students and a Former Skinhead Tana McCoy, PhD Assistant Professor Criminal Justice Program Evelyn P. Stone College of Professional Studies

2. Overview • Objective • Facilitate online interaction with students and guest speaker that: • Provided a unique and valuable learning opportunity • Utilize the experiences of the guest speaker • Better understand the subject matter • Explore often overlooked perspective • Offender • Provide safe and respectful online learning environment • Primary Challenge • Guest speaker • Former Member of Hate Group • National Socialist Skinheads of Houston

3. Offenders as Guest Speakers • Uniquely well-suited for interaction between criminal justice students and offenders • Advantages • Students • Exposure to different perspective • Interaction with offender without fear for safety • Comfortable seeking different types of information • Offender • Anonymity • Use of pseudonym “John” • Minimizes risks/harm • Greater disclosure

4. Considerations • Gaining Access to Offender • Type of online interaction • Chat • Synchronous • Student Frustration • Expected course with no set schedule • Credit • Extra Points (5) • Day/Time • Thursday 10pm • Length • One hour

5. Disclosure Concerns • Offender Characteristics/Background • Location • Professional Status • Personal Relationship • Risks • Student trust • Benefits • More comprehensive understanding • Reciprocity • Increase student confidence in value of participation • Emotionally safe learning opportunity

6. Setting the Tone • Educational Goals • Explore dynamics associated with John’s decision to join Skinhead • Examine the recruiting process • Criminal activities of the group • Explore offender’s background • The factors related to leaving the group • Attempt to understand the meaning of group membership from John’s perspective • What needs did the group fulfill? • Student Expectations • Informed participant • Familiarize themselves with Houston Social Skinheads

7. Setting the Tone • Clearly communicate boundaries • Participation voluntary • Unique and valuable learning experience • Doing the class a favor • Our purpose is not to judge but rather understand • Types of Questions • No rules • Right to refuse to answer • Avoid sensationalism • Communication that will not be tolerated • Verbal Aggression • Insults • Judgmental language

8. Important Steps • Coordinating with Blackboard • Adding a collaboration session • Username/password for Guest Lecturer • Recording the session • Providing clear instructions for students • Locating the chat function • Trial run • Downloading software • Java Plug-in • Screen Reader • Java Access Bridge

9. Minimizing Chaos and Confusion • Chat Protocol • Risk • CHAOS!!!! • Timing challenges • Questions • Types • Prepared • Spontaneous • Length • Submission Order • Spelling Errors

10. Student Feedback • Student responses were very positive • Rewarding learning experience • Many expressed positive feelings toward “John” • Sense of Humor • Encouraged by the theme of change • Challenged Hate Group Myths • Role of Ideology • Group acceptance • Appreciated the more dynamic interaction with synchronous chat

11. Lessons Learned • Better coordination of student question submission • Use of a roster or lineup • ! to comment • ? Indicate question • Professor determines who has the floor • Control rogue students • Private Messaging • Record the chat and make available to students unable to participate • Student reaction paper