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 DayIn-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 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

ContactsJoe Ritchie - jlritchi@odu.edu

Jennifer Giblin - jgiblin@odu.eduKate Polivka -

kpolivka@trinity.edu