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Creating and Implementing an Online LGBTQ Ally Program

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

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Creating and Implementing an Online LGBTQ Ally Program

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  1. Creating and Implementing an Online LGBTQ Ally Program Joe Ritchie, Old Dominion University Jennifer Giblin, Old Dominion University Kate Polivka, Trinity University

  2. Presentation Outline • Introduction • Setting the Stage • Hitting a Wall • Development • Pilot Version • Lessons Learned • Question & Answer

  3. Introduction

  4. Presenters Joe Ritchie Jennifer Giblin Kate Polivka

  5. Setting the Stage

  6. Safe Space at ODU • Housed in Student Affairs • Committee of faculty/staff volunteers • No dedicated personnel • No physical space • Limited budget

  7. 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.”

  8. Committee Activities

  9. 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’

  10. 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

  11. Changing Demands

  12. Community Need

  13. Requests for Flexibility

  14. Hitting a Wall

  15. Rationale for Online Version

  16. Development

  17. Refining the Materials

  18. Translating Activities to Online Format

  19. Narrating the Modules • Center for Learning and Teaching • Utilization of University software • Audio • Articulate • Blackboard • Identification of narrators

  20. Pilot Version

  21. Piloting the Online Training • Pilot program • Selection of participants • Attrition of pilot testers • Feedback interview • Revisions https://www.blackboard.odu.edu

  22. 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.

  23. Assessments on Each Module Q5. What worked best? Q6. What worked least? Q7. Other comments and suggestions. Q8. Additional topics suggested (last module only).

  24. Lessons Learned

  25. Setbacks Experienced • Inter-office collaboration • Staffing changes • Timeline from initiation to launch

  26. 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

  27. Question & Answer

  28. ContactsJoe Ritchie - jlritchi@odu.eduJennifer Giblin - jgiblin@odu.eduKate Polivka - kpolivka@trinity.edu

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