University 101 Programs


Presentation Abstract
"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 bias and prejudice, and identifying resources, opportunities, and community 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.

University 101 Learning Outcomes

III a) Clarify their values and identity and articulate how these shape their perspectives and relationships with people who are similar to and different from themselves.

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 experience that intersects with other identities such as race, class, gender and sexuality. Additionally this presentation challenges students to value their own identities, and understand that basic respect for LGBTQ people does not have to negate previous values and beliefs they hold.

III b) Explore the tenets of the Carolinian Creed.

We specifically chose to use the Carolinian Creed to describe the concept that students can respect another person for their identities, and differences even if they do not agree with that person. Students find a deep connection to the creed so we specifically outline the tenants around the respecting the dignity of all students, and challenging bigotry and learning from those different than us. As I mentioned, focusing on these aspects is meant to help students conceptualize how they can respect LGBTQ people and try to understand them even if their values and beliefs systems may not.

II a) Identify and use appropriate campus resources and engage in opportunities that contribute to their learning within and beyond the classroom.

In the fact or fiction section of the presentation we create an interactive experience that allows us to portray to students the wide variety of campus resources available to LGBTQ students, those who wish to learn more about the LGBTQ population, and those who are also looking for Columbia community connections. We continue to update the campus resources as our LGBTQ programs and support continue to grow and thrive.

Presentation Learning Outcomes
As a result of the presentation, students will be able to
-Define commonly used terminology related to LGBTQ identities and experiences.
-Dispel myths about the LGBTQ community and analyze how these myths effect the Carolinian Creed tenant of having respect for all and building an inclusive environment for all students.
-Be able to identify campus resources where they can learn more about LGBTQ people, being an ally, and get involved with the LGBTQ community on campus

Presentation Outline
Introduction of presenters and then an 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. Then students will review learning outcomes and mutual expectations.

- “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. We found students love having a tangible copy of their definition activity to refer to in the future so we will be returning to handing out "matchmaker" worksheets for students to fill out. Students fill out the sheet, and presenters talk about the importance of LGBTQ language and 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. This part of the presentation allows the facilitators to talk about campus resources, and other ways to get involved, as well as challenge students on common misconceptions that are learned prior to coming to our campus.

Next there is discussion on the connection between Carolinian Creed and showing respect and support for LGBTQ people (discourage bigotry, respect for all). We have found that many students thoroughly connect to the creed so this is a great way to challenge them to respect LGBTQ people even if they do not agree with their identities. Additionally this slide offers some ways that students can actively stop bigotry from happening, and be inclusive toward LGBTQ students.

Presentation Length
50 minutes; 75 minutes;

Presenter Training
Each presentation will be given by 1-2 LGBT Peer Advocates, who are student leaders. LGBT Peer Advocates will receive intensive training before going into the University 101 classroom. Training will include a full day educational session in the spring on LGBTQ identities (beyond the basics of Safe Zone), and a full day Fall training that continues their development and learning of the presentation materials, and the topics surrounding it. Additionally one of our Spring professional development sessions will focus on facilitation, and facilitation skills so that our PAs can learn the basics of presenting before taking on the material. Our goal is to make our Peer Advocates as educated as possible so that students in U101 classrooms can have their questions, concerns, and interests answered throughout the presentation. Peer Advocates will also be required to give the presentation to staff members within OMSA before going into the classroom, as well as meet regularly with staff within OMSA.