TCC 2010 Worldwide Online Conference

University of Hawaii at Manoa

What community?

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).

Is your campus a safe zone?

Is your campus a safe zone?

• Lesbian, Gay, Bisexual, Transgender, and Intersex (LGBTI) Student Services

• Policy on Non-Discrimination and Affirmative Action

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

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

Module Design and Layout

• Web-Based Instructional Design Module• Text, Images, Videos (Public Service

Announcements)

• Tools Used– Adobe Dreamweaver– Adobe Photoshop– Google Forms

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

Instruments

Quantitative Data and Qualitative Data

• Demographic Survey• Module Evaluation Survey• Attitudinal Survey• Pretest and Posttest

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

Web-Based Instructional Module

Screenshots

Participants

Participant DemographicsGender Sexual Orientation

Religion

Age

Quantitative Results

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

Qualitative Results

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

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

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!”

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.”

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

“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.”

Questions?