University 101 Programs




LGBTQ 101

"LGBTQ 101" is an interactive presentation that educates students about the lesbian, gay, bisexual, transgender, and queer/questioning (LGBTQ) community through defining common terminology, discussing common myths about the LGBTQ community, analyzing the effects of homophobia and heterosexism, and identifying resources and opportunities for further learning on campus. By relying heavily on discussion and activities, students have the opportunity to examine their existing beliefs and gain an understanding of how they can create a more inclusive and supportive Carolina for LGBTQ people.

Learning Outcomes

The “LGBTQ 101” presentation supports University 101 learning outcomes:

III. Prepare Students for Responsible Lives in a Diverse, Interconnected, and Changing World

a. Examine how their background and experiences impact their values and assumptions and explain the influence these have on their relationships with others

By examining their role as a student, Carolinian, and member of all of their communities, students will begin to recognize that LGBTQ people are a marginalized part of all of their communities, and will begin to understand how their own backgrounds may have shaped their understanding and opinions on LGBTQ identities. They will also gain knowledge to help them step into the shoes of an identity they may not identify with, in order to help develop their own empathetic world view.

b. Describe concepts of diversity and recognize diverse perspectives. 

Through learning about the LGBTQ community, students will better understand the unique experiences of and challenges faced by people who are marginalized due to their gender and sexuality. Within the LGBTQ community there is a huge diversity of experiences of which students will gain knowledge.

As a result of attending this presentation students will:

  • Define common terminology within the LGBTQ community
  • Correct myths about the LGBTQ community and analyze the effects these myths have on building an inclusive environment
  • Identify on campus resources and opportunities to continue learning about these issues

Presentation Outline

  • Introduction of presenters
  • Opening activity for students to reflect on what they already know about the LGBTQ community
    • What’s Your GPA (Gay Point Average)?” asks the class to work together to answer four questions related to LGBTQ people and experiences. Based on their answers, the class is assigned a GPA for the beginning. The goals of the activity are to engage students, get them thinking about what information they already have about LGBTQ experiences, and allow the presenters to better gauge the students in the classroom before continuing the presentation.
  • Review of learning outcomes and mutual expectation setting with students
  • Interactive activity to demonstrate pervasiveness of LGBTQ experiences
    • “Stand If…”  The goal of the activity is to allow students a moment of self-reflection before delving deeper into the knowledge-building portion of the presentation. The self-reflection time will allow students to consider how they are or are not connected to the LGBTQ community and how the experiences of LGBTQ people relate or do not relate to other marginalized identity experiences
  • LGBTQ terminology group activity
    • Presenters will distribute a worksheet to all of the students. The worksheet contains 15 terms related to the LGBTQ community and definitions for those terms. Students are asked to work with partners or in small groups to see if they can match all of the terms to the definitions.
    • Evaluation of common myths surrounding the LGBTQ community through "Fact/Fiction" activity
      • Statements (based on common stereotypes and generalizations about the LGBTQ community) are brought up on the PowerPoint or read out by the presenters, and the students are asked to vote whether they think the statement is fact or fiction.
    • Identify what homophobia/heterosexism looks like on campus, in their communities and lives
    •  Identify strategies for creating a more inclusive Carolina - both class-generated strategies and presented strategies
    • Discussion on resources and where to learn more

Presentation Length

50 minutes or 75 minutes

Presenter Training

Each presentation will be given by an LGBT Peer Advocate and either the Coordinator for LGBT Programs or the Graduate Assistant for LGBT Programs. LGBT Peer Advocates will receive intensive training before going into the University 101 classroom. Training will include four knowledge-focused sessions and a day-long effective facilitation training in the spring. Peer Advocates will also be required to practice the presentation for the Coordinator/GA before going into the University 101 classroom, and will receive feedback throughout the semester from the coordinator and GA.