Living Learning Programs forGender Non-Conforming Students<br />SOURCE<br /><ul><li>   What is the source your  gender-neu...
Non-Discrimination Policy?
Grass-roots student demand?
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Living Learning Programs for Gender Non-Conforming Students HANDOUT

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Living Learning Programs for Gender Non-Conforming Students. Association of College and University Housing Officers–International Living Learning Programs Conference, Charlotte, NC, October 2010.

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Transcript of "Living Learning Programs for Gender Non-Conforming Students HANDOUT"

  1. 1. Living Learning Programs forGender Non-Conforming Students<br />SOURCE<br /><ul><li> What is the source your gender-neutral housing initiative?
  2. 2. Non-Discrimination Policy?
  3. 3. Grass-roots student demand?
  4. 4. Administrative decision?
  5. 5. What relevant office should be involved?</li></ul>DECISION<br /><ul><li> Do you initiate a pilot program? A staged approach?
  6. 6. Who will be eligible for the community?
  7. 7. Self-identification as transgender? LGB?
  8. 8. Class year?
  9. 9. Any student?</li></ul>REACTION<br /><ul><li> How do you announce your new option?
  10. 10. What is the timeline for implementation?
  11. 11. How do you gather support and investment from parents, students, alumni, local community and/or government?</li></ul>FACILTIES<br /><ul><li> What type of housing will be used? Traditional corridor? Suite? Apartment?
  12. 12. What type of bathroom facilities are available?
  13. 13. What privacy options exist? locks? doors?
  14. 14. Do you have gender neutral single-user bathrooms in all of your buildings?</li></ul>ASSIGNMENTS<br /><ul><li> What is your anticipated demand?
  15. 15. What happens when a vacancy occurs?
  16. 16. Do heterosexual couples in romantic take advantage of this option?</li></ul>COMMUNITY<br /><ul><li> Is there a living-learning component of your gender-neutral housing?
  17. 17. How do you select an RA for the community?
  18. 18. How do you address conflict resolution concerns?
  19. 19. Does “LGBT housing” have a positive impact on student development?
  20. 20. Assessment?</li></ul>The overall purpose of the Intersections of Gender and Sexuality Residential Community Cluster (Intersections RCC) is to provide Gay, Lesbian, Bisexual, Transgender, Queer and Allied students an opportunity to learn and advocate on the issues facing the community every day. Throughout the academic year, the Intersections RCC will accomplish this goal by creating a variety of programs to engender discussion on Gay, Lesbian, Bisexual, and Transgender (GLBT) issues, including, but not limited to panels, guest speakers, field trips, and other social/networking events. The Intersections RCC will work with campus organizations and offices including (but not limited to) AU Queers and Allies, Women's Initiative and the Gay, Lesbian, Bisexual, Transgender and Ally Resource Center to foster this development. A major pillar of this community will be gender education. We would like rooms will not be based on gender, but by mutual roommate choice only.<br />Learning Objectives:<br />1. Increase participants understanding of GLBT issues.<br /><ul><li>The Community will meet once a week to discuss plans for programming, socialize, and
  21. 21. provide updates in GLBT issues.
  22. 22. Each student shall have the opportunity to do at least one Rainbow Speakers' Bureau session (RSB) during their time in the community.
  23. 23. Members will also have the opportunity to attend Safe Space Training and Trans 101.</li></ul>2. To provide students with opportunities to engage in GLBT community/civic service. <br /><ul><li>There shall be trips to DC Area GLBT-affiliated service groups to provide assistance and much needed manpower.
  24. 24. Resident Coordinator and Faculty Adviser shall work with the Community Service Center to facilitate opportunities.</li></ul>3. To engender the development of allies as integral part of GLBT community. <br /><ul><li>Provide allies opportunities to participate in GLBT community activities. Community allies will learn about the aspects of being an ally to GLBT people. Initiate a series of discussions about ally development.</li></ul>4. Provide the members of our community to participate in academic conferences including, but not limited to, Lavender Languages and the GLBT Studies Colloquium.<br /><ul><li>Students will work with AU faculty and staff to create opportunities for research.</li></ul>Assessment of Educational Goals<br /><ul><li>At the beginning and end of the academic year, members of our community will take a survey, which will help coordinators assess future goals and possible limitations. In addition, community members shall discuss the outcomes of the cluster in a focus-group format meeting.
  25. 25. Additionally, we will be forming an advisory council composed of the resident coordinator(s)„ resident advisor (RA), a resident director (RD), the faculty/staff advisor, one at-large member of the student body who is actively involved in the GLBT community, as well as a respected member of the faculty. The advisory council will meet from time to time to discuss the educational success of the RCC.

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