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 RitchieKate PolivkaJennifer Giblin

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 Training ProgramsAdvocacy

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 Depth of Material Number of Training Sessions Types of Training Options

12. Community Need Limited LGBTQ Resources ‘Out’ Community Members Awareness of Our Resources

13. Requests for Flexibility In-Seat, 1 Day In-Seat, 2 ½- Days Live Broadcast, Distance Learning

14. Hitting a Wall

15. Rationale for Online Version Distance Learning Sites Push by Accrediting Body Accommodate Inflexible Schedules Limited Number of Facilitators

16. Development

17. Refining the Materials Selection of topics and activitiesDevelopment of a scriptDivision into modulesCreation of slides, graphics

18. Translating Activities to Online Format Terminology QuizClimate Assessment ChecklistHeterosexual Privilege Checklist“Coming Out” StarsComing Out Stories of StudentsReflection Questions & Responses

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. Contacts Joe Ritchie - jlritchi@odu.edu Jennifer Giblin - jgiblin@odu.edu Kate Polivka - kpolivka@trinity.edu