tcc 2010 worldwide online conference university of hawaii at manoa
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TCC 2010 Worldwide Online Conference
University of Hawaii at Manoa
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What community?
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According to the 2008 Digest of Education Statistics, there are 4,314 degree-granting institutions. Of the 4,314, only 280 colleges and universities across the United States have non-discrimination policies that include gender identity and expression (Transgender Law and Policy Institute, 2009).
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Is your campus a safe zone?
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Is your campus a safe zone?
• Lesbian, Gay, Bisexual, Transgender, and Intersex (LGBTI) Student Services
• Policy on Non-Discrimination and Affirmative Action
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Purpose of Instructional Module
• Develop and evaluate the efficacy of a web-based, instructional module
• Educate students of the University of Hawaii at Manoa about gender diversity and equity on campus
• Raise awareness regarding transgender specific issues in education
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Terminal Goal
• Positively affect the attitudes of the participants• Increase the number of allies to the transgendered
community– Exhibiting tolerance and acceptance of gender-
variant students on campus– Offering direction for transgendered students that
need assistance in locating personal and academic support
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Module Design and Layout
• Web-Based Instructional Design Module• Text, Images, Videos (Public Service
Announcements)
• Tools Used– Adobe Dreamweaver– Adobe Photoshop– Google Forms
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Content Development
• John Keller’s ARCS Model of Instructional Design– Attention: Main instructional goal and
performance objectives – Relevance: Reflection and Critical Thinking
Questions– Confidence and Satisfaction: Pre and posttest
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Instruments
Quantitative Data and Qualitative Data
• Demographic Survey• Module Evaluation Survey• Attitudinal Survey• Pretest and Posttest
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Module Lessons
1) Defining Sexual Orientation and Gender Identity2) Transgender Issues in Education
1) Hate Crimes2) Gender Designation and Neutrality3) Campus Policies at the University of Hawaii at Manoa
3) Becoming an ally 1) Definition of an ally2) Support Groups
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Web-Based Instructional Module
Screenshots
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Participants
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Participant DemographicsGender Sexual Orientation
Religion
Age
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Quantitative Results
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Pre and Posttest ScoresAverage Pre and Posttest Scores
0%10%20%30%40%50%
60%70%80%90%
100%
Lesson 1 Lesson 2 Lesson 3
Module Lesson
Ave
rag
e S
core
Pre-Test
Post-Test68 82 65 63 88 91
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Qualitative Results
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Attitudinal SurveyI have told, or participated in, jokes about homosexuals.
0 1 2 3 4 5
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
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I consider myself homophobic.
0 1 2 3 4 5 6 7
Strongly Disagree
Disagree
Neutral
Agree
Strongly Agree
Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
Attitudinal Survey
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Disseminating Knowledge
“Understanding that saying things like, ‘That's gay,’ is wrong and hurtful. Even though you may not think it's actually ‘gay,’ using that word in reference to something ‘stupid’ or ‘silly’ is not good. Also, I liked the videos in the module. It was a good supplement to the text you provided!”
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Changing Attitudes
“That knowledge can change attitude. This module helped me not only to understand the different definitions and meaning of many words and terms, but most of all, the attitude of people towards this issue and to identify what attitude I have towards this issue.”
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Module EvaluationHow would you improve this instructional module? Total Mentions Improve the tests used in the instructional module 9 Make instructional module activities more stimulating 7 Make the instructional module less difficult 4 Improve the instructional methods 3 Improve instructional module organization 2 Increase the content covered in the instructional module 2
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“Overall, I thought it [the instructional module] was good. The best parts for me were the ones that clarified the vocabulary and the general frame in which the discussion of LGBT ought to be carried out.”
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Questions?