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|Reyes_TCC_Promoting_Campus_Diversity.pdf||TCC Conference Paper||193.28 kB||Adobe PDF||View/Open|
|Reyes TCC Presentation.ppt||TCC Conference Presentation||1.32 MB||Microsoft Powerpoint||View/Open|
|Reyes_Literature_Review.pdf||Literature Review||41.21 kB||Adobe PDF||View/Open|
|Reyes_Project_Proposal.pdf||Project Proposal||54.23 kB||Adobe PDF||View/Open|
|Title:||A Community Unseen Should Not Be Left Unnoticed: A Web-based Instructional Module on Promoting Campus Diversity|
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|Citation:||Reyes, N. (2010, April 22). A Community Unseen Should Not Be Left Unnoticed: A Web-based Instructional Module on Promoting Campus Diversity . PowerPoint presented at the 15th Annual Technology, Colleges, and Community Worldwide Online Conference.|
|Abstract:||Unlike the lesbian, gay, or bisexual populations, the transgendered community is more at risk of becoming victims of harassment, violence, and discrimination. Transgendered students are more likely to become victims of hate crimes and social prejudice because of the physical or behavioral characteristics they possess that easily distinguish, and readily identity them as transgendered. The creation of the web-based instructional module was to educate students of the University of Hawaii at Manoa about gender diversity and equity on campus, raise awareness regarding transgender specific issues in education, and increase the cultural sensitivity towards gender variant students on campus. The effectiveness of the module was determined by data retrieved through a formative evaluation process. Participants were given pre and posttests, as well as likert-type surveys. Overall, the instructional module was positively received, and the results were favorable, with implications of where the instruction needed to be revised. Revisions to the instructional module were made based on participants’ feedback and assessment results.|
|Description:||The purpose of the instructional module was to develop and evaluate a web-based, instructional module designed to educate students of the University of Hawaii at Manoa about gender diversity and equity on campus, and to raise awareness regarding transgender specific issues in education.
The terminal goal of the instructional module was to positively affect the attitudes of the participants, and increase the number of allies to the transgendered community. Becoming an ally is demonstrated by exhibiting tolerance and acceptance of gender-variant students on campus, and offering direction for transgendered students that need assistance in locating personal and academic support.
|Rights:||Please see the Creative Commons license for this item.|
|Appears in Collections:||ETEC 690, Spring 2010|
This item is licensed under a Creative Commons License