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Womens Center Traveling Program

By: Alondra Olvera

Pirate Map
Overview of Today

Creating the ship

Missions to take into consideration

Why a traveling program

Who did I talk to when creating these


What questions did I ask?

Common themes

Starting our Journey

Learning Outcomes

Time to build our boat!

Things to keep in mind

while creating Learning

Shaping the Environment

Program Overview

Kolbs Learning Cycle

Learning Partnership Model

Missions Statements to keep in mind

Womens Center Mission
The Women's Center's Mission is to promote
gender equity through education, support and
advocacy and to respond to issues affecting the
status of female students, faculty and staff on
campus, as well as women in the community and
in society.
VPSS Mission
The Division of Student Services will provide
activities and programs that enhance the
academic mission of Western Illinois University.
Quality support services will be offered to
students as our primary focus whenever,
however, and wherever they are needed.
Opportunities for student development and
learning will be provided through leadership and
co-curricular experiences in environments that
are supportive, challenging, and inclusive.

Ending our Journey


Why a Traveling Program?

Outreach to students that are not already involved and do not hear
about our programs.
Going to spaces students where students are already to reach them
whenever, however and whenever needed.
Expanding our reach to student groups that may not have heard of
the WC otherwise

Building the Boat continued...

Who did I ask for Feedback?

What questions did I ask?

What topics do you think the students

need to learn from the Womens

What do you think is the most

important things students should

Associate Vice President for Student Services

Womens Center Director
Womens Center Graduate Assistants
GBCC Director
Associate Director of Student Activities for
Greek Life programs
Graduate Advisors for Greek Life Programs

Common Topics

Casa Latina Graduate Assistants

Intro to feminism (Re-branding feminism)

Basic Gender norms and inequities

Among others!

Equity vs Equality
Pop-culture and its effect on womens issues

Trans* conversations
Now that I created
my ship, lets start
the journey to the

Understanding the Marginalization of Women

Power dynamics in gender
Sexual Assault & Title IX
Men Supporting Women
Bystander Intervention

Starting our journey...

Stop #1 Learning Outcomes
How did I create my learning outcomes?
Participants will identify and express gender nor ms that impact their identities and their lives.
Who is the Audience?
What is the Action?
Identify and express

Dimensions of Development
Identifying and expressing gender norms
that impact their identities and lives

What is the condition?

Their gender norms and the impact

Their relationship between identities and

on their identities and their lives.

What is the degree?
Identifying and expressing

the gender norms they are subject to.

What gender norms mean to themselves

What are my learning outcomes?
Participants of the WC's traveling program will...

identify and express gender norms that impact their identities and their lives.
recall and discuss gendered power dynamics that influence their interactions with others.
define what gender inequities mean to them and the impact they have on their lives.

explain possible ways to address gender inequities within their lives.

recognize institutional and societal gender oppressors that affect their daily lives.

identify a list of their identities and discuss the privileges or disadvantages that are
associated with those identities.

Now that I have my learning outcomes, it is

time to shape the experience !
Stop #2 Shaping the Experience
Before Program: Ask the main contact to have students par ticipating take an index car d and wr ite out
their fears about having a conversation about gender, privileges and power.
Program Itself (1.5 hours):
Pre-program Discussion and Ground Rules (10 minutes)
We will discuss the index cards, address their fears and co-construct the ground rules for the discussion that we
will be having throughout the program
Gender Rules for Intimacy Activity (30 minutes)
Purpose of this activity is to gain awareness of individual perceptions of gender roles and the rules that
individuals are socialized to follow when interacting with other genders. Following the activity we will create a
table as a large group to co-construct what we all see as the gender rules. We will also have discussion
questions at the end
Journal (10 minutes)
Purpose of this is to have students to start creating a list of the gender roles they see affecting their lives
and to journal what they are thinking. Not all students will take all ten minutes to journal and at this point they
can take a minute or two to stretch prior to the next activity.
Cross the line Activity (30 minutes)
Purpose of this activity is for students to reflect on their own identities, power, and privileges while
acknowledging the identities of others. Post the activity we will facilitate a conversation where together we will
talk about how they are feeling, and constructing how the dominant group can become an ally.
Final journal (10 minutes)
This journal will serve as a way for us to wrap up the time together and to take a moment to reflect on what they
have learned, what they can do to challenge what they know, and how they may take what they learned further.

Well, Alondra, the program looks great but what did you
keep in mind when creating it?
Kolbs Learning Cycle

Learning Partnership Model

Knowledge is complex and socially constructed
Allow the group to have a large conversation to talk about the
different perspectives everyone has, and allowing them to learn through
these conversations

Validate each learner's capacity to


Self is central to knowledge construction

Allowing them to reflect on their beliefs and past experiences.

Co-construct and enforce ground rules for conversation

Situate learning in each learner's experience

Allowing students to reflect on their past and their lived
experience during conversation. Learning is situated in their

Share authority and experience

Making sure that I am not giving
answers but instead asking others to
answer and create a
group answer to things.

Defining learning as mutually constructing meaning

Asking for students to share their stories with the large group and creating a table together

Time to end our journey together :(

marks the assessment!



*Pre and Post-program survey

Discussion questions
throughout the activities.

Co-constructing a table
during Gender Rules for
intimacy activity

* Journaling at two

different points in the

program itself
Wow that sounds great Alondra, but why should we trust you?
You are a pirate after all


Valid: How do I know

they learned what I
wanted them to learn?

Dependable: How can I

assure that my data will
be the same over time?


Gender Rules Tables

Pre and Post Survey

I am checking with the group

(member check) and creating a
table to see what they have learned
and double checking to see if what
I believe they are learning is learned

Having questions in the

assessment that ask about what
they have learned and checking
afterward to see if it is what I
wanted them to learn

After every event, I will keep the chart

for future reference to see what was
covered and what to improve on.

Saving a copy of the pre- and

post-assessment survey and the
date to continue to learn from it.

Thank you for joining me on this journey!


Baxter Magolda, M.B. (2004). Learning partnerships model: A
framework for promoting self-authorship. In M.B. Baxter
Magolda & P. M. King (Eds.), Learning partnerships:
Theory and models of practice to educate for self-authorship
(pp. 37-62). Sterling, VA: Stylus Publishing.
Zull, J.E. (2002). The art of changing the brain. Sterling, VA: Stylus