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 Question & Answer

Introduction

Presenters Joe RitchieKate 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 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 Materials Selection of topics and activitiesDevelopment of a scriptDivision into modulesCreation of slides, graphics

Translating Activities to Online Format Terminology QuizClimate Assessment ChecklistHeterosexual Privilege Checklist“Coming Out” StarsComing Out Stories of StudentsReflection 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

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

Contacts Joe Ritchie - Jennifer Giblin - Kate Polivka -