For Aseuxal Awareness Week the LGBTQ Resource Center will be hosting an Ace Space for people identifying within the aseuxal or aromantic spectrums.
Ace Space will take place in the LGBTQ Resource Center on the 4th floor of the Student Union from 12:30-2:30pm. During this time the LGBTQ Resource Center will be closed to host this space for people identifying within the ace/aro communities.
We work with many organizations across campus to offer support groups for LGBTQ identified students.
We are committed to helping you find the support you need. Here are our current groups:
LGBTQA Support Group
During Fall 2016, this group will meet every Tuesday from 4-5:30pm in room 412 of the Student Union from August 30 2016 to December 6th. This group is a safe space for UA students, staff and faculty to talk in an open and supportive environment about issues impacting their lives and the the LGBTQ and Allied community. This group is facilitated by LGBTQ staff to provide resources and guidance. It is free and confidential. For more information, contact Martie van der Voort at firstname.lastname@example.org or 621-3334.
Queer People of Color & Two Spirit Discussion Group
This group will meet Thursdays 5-6:30pm in the Guerrero Student Center, Chavez Building Room 217. This is a peer to peer support group that provides a safe and comfortable environment for LGBTQ and Two Spirit students of color to connect, share experiences, and support each other.
Gender Spectrum Support Group
This group will meet every Monday during the school year from 3-4:00pm. Check in at CAPS, third floor of the Campus Health Building,
This group is designed for UA students who are dealing with gender identities outside of the traditional binary system, whether transitioning from the gender assigned at birth, identifying as some combination of genders, neither gender, or questioning the role of gender in their lives. Terms such as transsexual, two-spirit, neutrois, agender, gender-queer, gender-fluid, transgender (and more) have been used to describe these identities. The low cost ($5 per group, billable to Bursar’s,) is for those who might need support and/or therapy to process their gender identity, deal with family and friends’ reactions, identify options of a transition process, and gather resources and support for issues related to gender. For more information, contact Martie van der Voort at email@example.com or 621-3334.
There are also many groups within the community.
Please feel free to schedule a meeting with Jennifer Hoefle Olson, LGBTQ Affairs Director, to help figure out what group is best for you.
An Aromantic and Asexual Discussion Group
LGBTQ+ Resource Center, Union Room 404-O
Starts Sept. 19th
The Safe Zone program includes both the General Education and Ally Development trainings. You can attend one or both trainings. Those who attend the Ally Development training must have previously completed the General Education training. Participants who complete both will receive a Safe Zone placard to display in their on campus space. Advanced trainings occur at least once a semester and are open to anyone who has attended General Education.
Please register in advance to attend any Safe Zone training.
Saturday, October 22nd
Open Workshop: please register in advance here
General Education: 10:00 AM - 12:30 PM Tubac Room (SUMC 4th Floor)
Ally Development: 1:00 PM - 3:00 PM San Pedro Room (SUMC 3rd Floor)
Friday, November 18th
Open Workshop: please register in advance here
General Education: 10:00 AM - 12:30 PM Santa Cruz Room (SUMC 3rd Floor)
Ally Development: 1:00 PM - 3:00 PM Santa Cruz Room (SUMC 3rd Floor)
Please refer registration issues, special accommodations, and any questions to the Graduate Assistant for Ally Development with the Office of LGBTQ Affairs, Cole Eskridge. Cole can easily be reached by email:firstname.lastname@example.org or phone: (520) 626-1996. To request a training specifically for your department, group, or student organization please submit the Safe Zone Training Request Form at least 30 days before your event.
United Sorority & Fraternity presents the Triple S Show
When: October 14, 2016
Where: Geraldo Rivera Greek Heritage Park
What: The annual Step, Stroll, and Salute competition displays each organizations unique character and rhythm. Identity based and Multicultural Greeks from the UA will compete to find out who is the best, earning a trophy prize. The beauty will be displayed through movements, music and words and is sure to amaze Greeks and Non-Greeks alike. These traditions are rooted within the competitive schoolyard song and dance rituals practiced by historically African American fraternities and sororities, beginning in the mid-1900s. Information about joining a USFC organization will be available at the event.
The Fearless Conference
Free One-Day Conference
Friday, Oct 21 @ U of A
Join us for a day of engaged learning, passionate activism, and solidarity building, as we seek to further our work to stop sexual violence on campus.
Register today! Participation is limited to the first 100 registrations.
Food insecurity is a situation that exists when people lack secure access to sufficient amounts of safe and nutritious food for normal growth and development and an active and healthy life. It is an issue present across the globe. The ACT Hunger Banquet is a free event in which guests learn about food insecurity over a meal. ACT encourages guests to participate in an 18 hour fast prior to the event so that we can break the fast together. We will be accepting food donations for Campus Pantry.
Where: Lounge at Pima Hall, E 1st St, Tucson, AZ 85719
When: 5-7 PM on Oct. 25
ACT is comprised of a group of students who live in the UA residence halls and are passionate about working for social justice and making change.
Arizona Law Day is on October 28th from 9-12 (food will be provided). It is an event geared towards prospective undergrads, undergrads, and graduate students. It’s an information session that will talk about the BA in Law program, MLS, and JD degrees. Please RSVP:https://law.arizona.edu/
UnSilencing Anatomies is a city-wide series of events and public engagement opportunities organized by Kore Press, a small literary press downtown. The series is about the roles that medical humanities, art, and personal story play in health disparities among minorities.
The Green Guides are UA students' one-stop-shop for all things green on campus and in Tucson! The Guides include:
- Green Course Guide & Green Degree Guide: help students choose relevant environmental and sustainability-related classes, majors and minors.
- Green Engagement Guide: lists timely opportunities for students to get involved in green internships, research, projects, events, clubs and volunteering.
- Green Career Guide: allows students to find post-college jobs in green fields.
Check out the Guides here: greenguides.arizona.edu
The Green Engagement Guide also has a webform for administrators, faculty and community leaders to add green involvement opportunities for which they may need student volunteers, interns or assistants. That webform can be found here: tinyurl.com/
Earn 2 Units of Upper Division Elective Credit
This course is designed for students interested in taking leadership roles with organizing workshops, designing action projects and facilitating group dialogues.
EDL 297a is geared towards students who have participated in the Intergroup Spring Course but is open to students with a strong interested in social justice education.
Apply today! Space is limited!
Applications here: IGD Course Fall 2016: Application
Or available at http://commonground.arizona.
For more information:
Sarah Gonzales, Coordinator Common Ground Alliance:email@example.com
Sponsored by Common Ground Alliance and Student Services Fee
*Late registration fees may apply
Enroll in HED 350 and share your college experiences with middle school students in Tucson!
Higher Education 350: STUDENT OUTREACH, ACCESS, & RESILIENCY IN EDUCATION - Mondays & Wednesdays 3-4:15pm
Join Project SOAR by enrolling in HED 350 on UAccess.
This course will introduce students to the role of individual, cultural, social and environmental factors that affect student academic achievement and the path to higher education in the United States. Students will be exposed to literature and discussions that will allow them to analyze the major theories and research conducted in the areas of college access, outreach, academic achievement, and resiliency.
The Service-Learning component of this course (known as Project SOAR) expose students to these various factors first-hand as they serve as mentors to students at middle schools in Tucson. Students will bring their experience back to the classroom to enhance and refine their understanding of the course topics, and provide a local angle on the theories and literature discussed in-class.
Project SOAR mentors said:
Best part about mentoring:
...working with my buddy who didn’t speak English. Breaking the language barrier was a great experience.
...seeing the smiles and joy from the mentees when we arrived on campus.
...being able to make a difference in their lives.
...each of my mentees now has college aspirations and a brighter view of what college has to offer them.
...I truly believe that this program has helped me just as much—if not more—than helping the students that I worked with.
“My relationship with my mentee is the most important thing I gained from this experience...it is incredible to feel that you can make a difference.”
“My dream career is still to be a teacher. This class has only reinforced my want to be a teacher that makes a difference and advocates for the students. As a future teacher, I hope to incorporate my students’ lives into the classroom and
provide ways for them to connect and get excited about learning.”
“Thank you for helping me with my homework and just talking to me.”
“Thank you for helping me pick a school.”
“Thank you for mentoring me and talking to me about college.”
If you have any questions please email firstname.lastname@example.org
Fresh Arizona is a project funded by the Arizona Department of Health Services with the purpose of helping populations disparately impacted by tobacco use. The project will use the data from the “Perceptions of Cigarette Smoking and Other Tobacco Product Use” to inform statewide strategies and activities to reduce initiation of tobacco use and increase access to effective tobacco use cessation services.
Adults, 18 years old and older, identifying as gender and sexual minorities – lesbian, gay, bi-sexual, transgender, and others – are thought to have much higher rates of tobacco use than the general adult population.
Fresh Arizona needs your help to better understand pathways to tobacco use and to effective cessation for adults identifying as gender or sexual minorities.
If you identify as a gender or sexual minority, please follow the link and complete the survey; and
Thank you for helping Fresh Arizona to address local community needs across Arizona and assisting us with filling some data gaps related to cigarette smoking and tobacco product consumption.
SAAF has partnered with a statewide coalition, Fresh Arizona, to learn more about the health needs in our community. They have created this survey in order to gain more insight into perceptions around tobacco use among LGBTQ adults in Arizona.
Please take this survey and share it with your friends, family, and colleagues to help better address health concerns important to the LGBTQ community. The information gathered by this survey will increase LGBTQ representation and visibility in health data and help improve healthcare for LGBTQ people.
Please follow this link to take the survey: http://bit.ly/FreshArizona
On behalf of Dr. Jessica Muilenburg at the University of Georgia, I invite you to participate in and share the Romantic, Sexual and Emotional health (RoSE) Study. The purpose of this study is to understand the sexual and mental health of women who love other women. Participation involves taking a 15-20 minute electronic survey – we would greatly appreciate your help!
- You must be 18 years or older. You must identify as a woman who has romantic and/or sexual attraction to other women.
- Due to the lack of representation of transgender, non-binary and asexual women, we especially encourage you to participate if you belong to one of those groups.
- Participation is completely voluntary. In exchange for participation, all respondents will be entered to win one of two $20 Amazon e-gift cards. Anyone who does not wish to participate in the research can still be entered into the drawing for the gift card, just please contact email@example.com
- Please share the survey; Share the attached flier online!
- You may take the survey at: http://tinyurl.com/rosewxw
Request for Panelists from the LGBTQIA community
On Wednesday, 10/19, Martie van der Voort will be facilitating a BodySmart workshop on LGBTQIA body Image, and would love to utilize your experience with body image issues. Martie will come up with questions for you, and can provide them ahead of time, but would love for a broad range of us to tell a bit of our body image story, especially around
10/19, 5-6:15 pm
Campus Health, 3rd floor - De Armond Room
If you are interested and available, please contact:
Martie van der Voort at
Thanks for your consideration!
Congressional District Three
Bullying Awareness Congressional Advocacy Award
The congressional recognition highlights an outstanding member of our District that has shown tremendous dedication to advocacy efforts that aim to eliminate the destructive and prominent problem of bullying in Congressional District 3.
·Demonstrating a commitment to the promotion of public awareness on the issue of bullying on and off school grounds
·Making a notable impact by educating and encouraging students, parents, and teachers to help end bullying in our community
· Reside or work in Congressional District Three
Please help us highlight outstanding bullying awareness advocates in our community in commemoration of Bullying Awareness Month by submitting your nominations. Our office will be accepting nominations until October 21, 2016.
Your Contact Number:
Best Time to Call:
Please provide specific examples of proven advocacy outcomes by the nominee with regard to national, state and/or community-level advocacy initiatives.
Please provide examples on how the nominee has encouraged/supported/motivated their colleagues to participate in bullying awareness advocacy work.
Choose one or two qualities that make your nominee truly outstanding and provide specific examples.
Dear Potential Participant,
My name is Luke Allen, and I am a counseling psychology doctoral student at the University of Missouri-Kansas City. I am currently part of a research team, led by my adviser Dr. Watson, conducting a study investigating transgender individuals’ experiences of discrimination. In order to participate, you must a) identify as an individual of transgender experience (for example, gender queer, trans woman, trans man, nonbinary trans individual, gender fluid, and so on), b) be 18 years of age or older, and c) be able to read the English language.
If you are interested in participating, you will be asked to complete an anonymous online survey that will take approximately 10 to 15 minutes, one time only. If you are interested in participating, please click on the following link:
Or, if you would like further information, please email Laurel Watson at firstname.lastname@example.org
For your participation, you may choose to enter a raffle to win one of four $25.00 Amazon.com gift cards. In addition, a $2 donation to a local organization serving transgender individuals (Kansas City Anti-Violence Project) will be made for each participant, for a maximum of $650.
This study, protocol number 16-113, has been approved by University of Missouri, Kansas City’s Institutional Review Board. If you have any concerns about your rights as a participant your concerns please call 816-235-5927
Thanks for your consideration.
Rep. Grijalva Accepting Spring 2017 Internship Applications
Washington, D.C. – Congressman Raúl M. Grijalva is currently accepting applications for spring 2017 internships in Washington, D.C. and his various Southern Arizona district offices.
***The deadline to apply for these positions is Thursday, November 10th***
In the D.C. Congressional Office, interns work closely with legislative and press staff, conduct legislative outreach and research, answer office phones, distribute mail, communicate with constituents, and may have the opportunity to assist with activities in the U.S. House Natural Resources Committee. In the Natural Resources Committee, interns assist committee staff with administrative support, conducting legislative research, compiling data, and drafting correspondence. In addition, interns in both offices may attend committee hearings, briefings, and meetings.
Preference is given to students and individuals from Arizona’s 3rd Congressional District, although all qualified applicants are carefully considered. Interns are unpaid and are responsible for lodging and transportation. Applicants are highly encouraged to explore scholarship opportunities that may be offered through their respective institutions or by other programs.
Anyone interested in working in the D.C. Congressional office should submit a cover letter, resume, and a one-page writing sample to Cristina Villa, Rep. Grijalva’s Internship Coordinator, at Cristina.Villa@mail.house.gov. Those seeking to apply directly with the U.S. Natural Resources Committee should indicate this in their application.
In Tucson, Somerton & Avondale
Interns at district offices help staff provide constituent services to residents of the Third Congressional District. Interns also perform administrative tasks and may be asked to work on special projects for public outreach, events and other needs of the office. Internships for the Tucson, Somerton, and Avondale offices are available at the beginning of each semester. There is no hard deadline, but earlier applications may be given priority.
Internship application deadlines and program dates:
o 2017 Congressional Internship Dates:
§ Application Deadlines:
§ Spring: November 10, 2016
§ Summer: March 1, 2017
§ Fall: June 30, 2017
§ Internship Program Dates:
§ Spring: January - May
§ Summer: May - August
§ Fall: September -December
LGBTQ Internship Opportunity for Undergraduate Student
The Institute for Lesbian, Gay, Bisexual, Transgender (LGBT) Studies is an exciting, one of a kind research institute at the University of Arizona. The mission of The Institute is to promote LGBTQ research, curricula, and educational programming. The Institute’s Undergraduate Intern position involves a variety of event coordination, social media, and administrative skills. This internship will provide the opportunity for a University of Arizona undergraduate student to interact with local and visiting scholars engaged in LGBTQ research and to become conversant in the ways scholarship circulates as written, spoken, and performed both on and off campus.
Assist Program Coordinator with campus LGBTQ programming and events.
Update on-line calendars with our events, including both campus and community calendars
Manage Facebook and social media presence for The Institute for LGBT Studies
Provide administrative office support to professional staff including copies, scanning, typing, filing, deliveries, list-serve management, database entries, and website updates
Other duties as assigned
General awareness of social and political issues impacting LGBTQ individuals
Proficiency in Microsoft Word, Facebook, Twitter, Instagram and other computer and online platforms
Cumulative grade point average of 2.0
Demonstrated ability to multi-task and manage time
Strong communication skills.
Ability to respond to e-mails in a timely and professional manner.
10 Hours/Week • Spring 2017
To Apply: Please submit a completed application via email by
Monday, November 21, 2016 to:
Kristen Nelson, Program Coordinator
It is the policy of The University of Arizona to provide equal employment opportunity without regard to race,
color, religion, sex, national origin, age, disability, veteran’s status, sexual orientation, or gender identity.
LGBTQ INTERNSHIP APPLICATION
Spring 2016 applications due by 11:59 pm on Monday, November 21st, 2016.
Year in School:
Month/Year of Graduation:
Please highlight or circle the letter next to the type of credit you would like to receive.
a. Gender and Women’s Students (GWS) Internship Credit
- Students will be enrolled in GWS 393 – Internship
- Grades are S, P, C, D, E, I, and W and will be determined by Institute of LGBT Studies’ Director and/or GWS Director of Undergraduate Studies.
b. Independent Study
Students will arrange an independent study within their home department. Applicants will need to identify a faculty member within their department to serve as an advisor for their internship.
Grades are S, P, C, D, E and will be determined in collaboration between the departmental advisor with input by the by Institute of LGBT Studies’ Director.
If you would like to do an Independent Study, please provide the following information:
Have you confirmed academic credit with your home department? (y/n)
Number of Academic Credits:
Departmental Contact Person name and email address:
Essay Questions (please answer all of the following questions on a separate sheet of paper)
How did you hear about our internship program?
Why are you interested in this internship with The Institute for LGBT Studies?
What experiences do you have in the areas of LGBTQ Studies, organizing programming, and/or social media management? What courses and/or experiences have influenced your thinking and knowledge about these areas?
Have you ever been involved in organizing programming or events? Give an example.
Is there anything else we should know about you? What would you bring to this internship, as far as experience, interest, personality traits, or anything else?
Become a Tutor!
Spring 2017 tutoring positions available at C.A.T.S. Academics, S.A.L.T. Center and Think Tank in math, physics, chemistry, geosciences, business, education, social sciences, humanities, and languages. We accept tutors from any major.
Benefits of being a tutor include
· Flexible hours and paid training.
· Opportunities to earn CLRA (College Reading & Learning Association) tutor certifications and pay raises for completing training.
· Becoming a leader and mentor. Seasoned tutors mentor new tutors and lead trainings. Interviewing, outreach and other opportunities are also available in later semesters.
· Gaining mastery of content knowledge and tutoring methods. Helping others learn challenges you to think about and apply your knowledge in new ways each day.
Interested and want more info? Attend an Info Session at the SALT Center in the Patricia A. Bartlett Building, Room 120.
· Tuesday 10/11, 5pm
· Wednesday 10/19, 5pm
· Thursday 10/27, 5pm
· Wednesday 11/2, 5pm
Please note, there is paid, mandatory training the Monday and Tuesday before spring term begins. Tutors must also maintain a 3.0 and have an A/B in the course(s) they wish to tutor.
C.A.T.S. Academics: To request more info, contact Aaron Davis at email@example.com
Completed applications should include a resume, cover letter, and a copy of your unofficial transcripts.
S.A.L.T. Center: http://www.salt.
Think Tank: http://thinktank.