Lesbian, Gay, Bisexual and Transgender Studies Department
*Academic Degrees & Institutions Granting each Degree*
Prof. Brownsey has been teaching at CCSF since August 1999. Went into 'permanent Part-Time' position, August 2000, until...?
"Instructional--Educational Philosophy & Goals*
It has always been my experience that students learn more from each other than from their instructor. Therefore, I believe, It is my role, as instructor, to guide, challenge and help each student find their 'voice.' All of us learn 80% visually, only 11% aurally (hearing). So: mini-lectures and 'tasks"--in-class directed assignments, working with each other in groups, etc. More fun that way.
**For Film classes** "For every student who enters the room, that many versions of the film will leave..." (--mb). Each of us will 'see' or 'read' the film slightly or enormously differently. Hence, the 40-45 versions 'leaving' the class.
My job is to destroy how my students 'read' Hollywood mainstream films: forever. This does not mean they can not 'enjoy' these films. It does mean, that if a racist, hetero-sexist/queer-phobic, classist, or any other damaging depiction of a marginalized group, doesn't bother 'you,' *at least a little bit*: I haven't done my job.
Oh, and, if 'we' can't get a in few good laughs--we're not paying attention..! <;-0
Writer, film/video-maker, former stand-up comic, solo mulit-media performance artist..and anything else that pays cash money (in the arts, that is...).
"Is It a Date or Just Coffee?" A Gay Girl's Guide to Dating, Sex & Romance, Alyson Publications, (c) 2002. (Books two & three in progress.)
Columnist, weekly Q & A, for msn.com (one year)
Columnist--essayist--for match.com (3.5 yrs)
Instructor, Harvey Milk Institute (as long as it existed: 4-5 years?)
Biography is unavailable at this time.
1969-71 Immaculate Heart College, Los Angeles, CA
Prof. Ordona has been teaching at CCSF since 2001
GLST 21, Issues in Lesbian Relationships (see current syllabus, below)
GLST 50, LGBT Communities of Color
GLST 30, Issues in Lesbian Communities
IDST 37, Racial and Ethnic Groups in the U.S.
Updated December 2, 2008
Issues in Lesbian Relationships (GSLT 21)
City College of San Francisco, Spring 2009
CRN 39078, SEC 831 (Online)
To enroll: www.ccsf.edu/online/courses
Jan. 13 – May 19, 2009
*Class begins Tuesday, Jan. 13 with optional course orientation session
(5:00 – 6:30 PM, Rosenberg Library, Room 414)
NOTE: This is an online class with weekly course readings, tasks, self-healing practices and group activity assignments.
Meets CCSF graduation requirement areas:
D (Social and Behavioral Sciences) and H3 (Gay, Lesbian & Bisexual Studies).
Transferable to all campuses of the California State University system
Trinity A. Ordona, Ph.D., email@example.com
Office Hours: Tuesdays, 5:00 – 6:00 PM (by appointment only)
James Lick Middle School, 1220 Noe Street, Room 102
Telephone Office Hours: Thursdays, 10 AM – 12 noon, (415) 452-4895
(Pls. keep for reference throughout the semester)
LEARNING OBJECTIVES, BOOKS, WEEKLY SCHEDULE,
COURSE REQUIREMENTS, DUE DATE SCHEDULE & GRADING POLICIES
I. LEARNING OBJECTIVES:
(NOTE: The course addresses the relationship issues and needs of lesbians, however, heterosexual, bisexual, gender queer and transgender people have found the topics also relevant and taken the class.)
A. This class addresses personal relationship issues for lesbian women and is directly primarily to those who are new to relationships or have had difficulties sustaining a happy and successful relationship. Learning modality is self-exploration and sharing personal experiences of these issues through reading, writing, self-reflection responses, essays, interactive exercises, self-healing practices and individual research or group student project presentations.
B. Identify your personal intimate partner relationships issues, especially those expressed around money, power (decision-making) and sex. Through interactive classroom exercises, students will explore strategies for transforming unproductive patterns of behavior and attitudes.
C. Understand your self and your personal gender, sexuality and relationship history; examine the impact of healthy and unhealthy experiences on your self-esteem, personal life and intimate relationship patterns.
D. Understand the social, cultural and psychological repercussions of racism, sexism, heterosexism and homo/bi/trans-phobia on personal relationships.
E. Learn about commitment, inter-racial and intra-racial relationships, parenting, aging and health issues of lesbian women and its effect on intimate partner relationships.
II. BOOKS & VIDEOS
REQUIRED (available through CCSF Bookstore or an internet bookstore)
1. Lesbian Couples: A Guide to Creating Healthy Relationships, by D. Merilee Clunis and G. Dorsey Green, Seal Press, 2005
2. If the Buddha Dated: A Handbook For Finding Love on a Spiritual Path, by Charlotte Kasl, Compass Press, 1999.
3. I Thought We’d Never Speak Again: The Road from Estrangement to Reconciliation, by Laura Davis, Harper Collins, 2002.
4. GLST 21 Course Reader: A compilation of articles and essays, available through University Readers. Contact: www.universityreaders.com/students. Allow 3-5 days for delivery. Once payment is made for the order, Week 1-2 reading assignments will be emailed to you while you are waiting for delivery.
RECOMMENDED BOOKS (available through an internet bookstore)
1. Conversations with God: An Uncommon Dialogue, Book 1, Neale Donald Walsh, New York: Putnam, 1996.
2. Lipstick & Dipstick’s Essential Guide to Lesbian Relationships, Gina Daggett, Kathy Belge, New York: Alyson Books, 2007.
3. Polyamory, The New Love Without Limits: Secrets of Sustainable Intimate Relationships, by Deborah M. Anapol, Internet Resource Center: San Raphael, CA, 1997, (www.lovewithoutlimits.com)
4. The New Lesbian Sex Book, 3rd edition, Wendy Caster, New York: Alyson Books, 2008.
5. The Whole Lesbian Sex Book: A Passionate Guide for All of Us, Felice Newman, San Francisco: Cleis Press, 2004.
RECOMMENDED VIDEOS (available through Netflix)
• Saving Face, Alice Wu (director), 2005
NOTE: The above-listed Required Books and Course Reader are on reserve in the Mission Campus Library (Valencia between 22nd & 23rd Sts.)
III. WEEKLY CLASS SCHEDULE (Classes begin on Fridays)
Wk 1, Jan. 16 – 22: Course orientation and requirements; faculty and student introductions
Jan. 13: Optional orientation (5:00 – 6:30 PM, Rosenberg Library, Room 414)
Wk 2, Jan. 23 – 29: Gender/Social Roles and Socialization
Self-Healing Meditation: “Identifying My Relationship Issues”
Wk 3, Jan. 30 – Feb. 5: Love, Romance, Dating & Courtship for Lesbian Women
D.A.R.E. (Dating and Romance for Everyone)
Wk 4, Feb. 6 – 12: Decision-Making, Power and Difference in a Relationship
Self-Healing through Writing: “I’ve Been Here Before”
Wk 5, Feb. 13 – 19: Money, Power and Difference in a Relationship
Wk 6, Feb. 20 – 26: Commitment to Self: Singlehood, Solitude & Being Myself in Relationship(s)
Self-Healing Meditation: “Temple of Silence”
Wk 7, Feb. 27 – Mar. 5: Sexual Trauma and Its Effects on Self and Relationships with Others
Self-Healing Meditation: “Leaving the Pain Behind”
Wk 8, Mar. 6 – 12: Sensuality & Sexuality: Giving and Receiving with Honesty & Integrity
Self-Healing through Guided Imagery: “Cutting Out the Pain”
Wk 9, Mar. 13 – 19: Sex for Lesbian Women
Self-Healing Mirror Exercise: “Learning to Love Myself”
Midterm Paper Due: Fri. March 13. Last day to submit Midterm: Th March 19
Wk 10, Mar. 20 – 26: Knowing My Self and Communicating with Integrity
Wk 11, Mar. 27 – Apr. 2: Commitment to Another: Monogamy
Self-Healing through Writing: 4-Day Free Write and Self-Evaluation
Wk 12, Apr. 3, Apr. 13-16: Commitment to Others: Polyamory
SPRING BREAK NO CLASSES, Apr. 4-12
Wk 13, Apr. 17-23: Healing a Broken Heart: Recovery & Reconciliation
Self-Healing Meditation: “Forgiveness and Release”
Wk 14, Apr. 24 -30: Cross-Cultural/Cross-Racial Relationships
Wk 15, May 1- 7: (Same) Intra-Cultural/Intra-Racial Relationships
Self-Healing Meditation: “Acceptance & Equanimity”
Wk 16, May 8 - 14: Children, Family and Community
Self-Healing Meditation: “Patience & Lovingkindness”
Wk 17, May 15 - 21: Aging for Singles & Couples
Self-Healing Guided Meditation: “Sending Out My Signal to the Universe”
Wk 18, May 21 - 28: Individual Final Paper or Group Final Project Report Due: Fri. May 21
Last day to submit Final Paper or Group Final Project Report: Th. May 28
This is an online class with weekly course readings, tasks, self-healing practices and group activity assignments. Every week, you will be expected to do the readings, activities, self-healing practices and post responses to the material to your instructor and/or your classmates. Not including midterm and final exam assignments, you can expect to spend 10-15 hours or more “doing” the weekly course. As you will be required to post responses to the readings and tasks every week, I will know when you fall behind. Unless I hear from you directly as to the special circumstances of your situation, you will be dropped from the course if you fall behind more than 3 weeks and are unable to make up the classes.
V. HOMEWORK (80% of the total grade)
A. COURSE WEEK: All classes begin on Friday of the week. The first day of class is Fri. Jan. 16, 2009. (Optional orientation: Tuesday, Jan. 13, 5:00 – 6:30 PM, Rosenberg Library, Room 414, Ocean Campus.) All homework assignments are due by the end of the class week (Thursday midnight, before the Friday of the new week). With the exception of the Midterm and Final Papers, there is no penalty for late assignments. I will know, however, when you fall behind. If you fail to make any postings more than 3 weeks, you will be dropped without notice unless I hear from you directly as to the special extenuating circumstances of your situation.
B. PACING: This is an 18-week paced course with the information, skills and knowledge base growing cumulatively over time. The course is set up with most of the readings and tasks in the classes up to the Midterm. After this midpoint, the readings and posting assignments decrease, especially in the last third of the class to allow more time for students to complete your Final Paper. It is assumed that students will keep up with weekly assignments. Please take note that some assignments require group participation (see below Item E, Group Activities). So plan ahead.
C. PARTICIPATION: The primary learning modality is self-exploration and sharing personal experiences of these issues through reflective postings on the readings and posting responses to the various online interactive tasks. Depending on the sensitivity and personal nature of the subject, students will be asked to post only to me, or to also respond and post to their classmates. If the subject matter is especially difficult (Week 7: Trauma), students may waive their posting altogether. In all cases, I expect that the stories shared by anyone to remain private, confidential and held within the class.
D. SELF-HEALING PRACTICES: Furthermore, I also teach a series of Self-Healing Practices (writing, guided imagery, affirmations, meditation) to help you identify your relationship issues, release blocked emotions from past abuses, soothe emotional or physical hurts, and replace negative mental thought patterns with affirming ones. I have developed and incorporated these practices as a result of my years of healing work with survivors of violence and sexual abuse. The practices are explained in detail. It is suggested that you read the instructions first so you know what to expect. Then following the instructions will be much easier. (Note: Most of these practices will also be offered as part of an adjunct 14-week series of self-healing classes through “Healing for Change,” a campus student club on most Saturdays, Jan. 24 - May 16, Room 253, 9:30-11:30AM, CCSF Mission Campus, 1125 Valencia St. between 22nd & 23rd Sts., San Francisco. See course website, Week 0, for “Healing for Change” calendar.)
E. GROUP ACTIVITIES: The face-to-face class that I have been teaching for the past five years included many interactive, small group activities of 2-5 people, depending on the exercise. These group activities have proven to be very helpful, as students share their experiences, and in doing so, help others learn from them. In addition, the certain activities – dating, communication, money/power role play exercises – require the assistance of at least another person. In translating this course to the online environment, therefore, I have tried to keep the best of both worlds. Below is a list (Week and Topic) with a very brief description of the group activity. A more detailed explanation can be found in the appropriate week. The entire curriculum is open to all enrolled students so that you can read ahead of the instructions for these weeks and be prepared to participate in the required group activities.
1. Week 1: Introductions — You will be expected to post a short self-introduction and photograph as well as participate in an online fun game with your classmates to help you meet and know each other a little better. (I am hoping to set up a “chat line” for class so that you can meet and talk with each other; details forthcoming.)
2. Week 3: Dating and Romance for Everyone (D.A.R.E.) — First, you prepare yourself to get out on the Dating/Romance scene (i.e. post a personal ad; take your girlfriend out on a night dance and “re-romance” her). Then everyone will choose to be a “Player” or a “Coach” on a team and communicate with each other as you explore these worlds and report your experiences at the end of Week 8.
3. Weeks 4 & 5: Money, Decision-Making and Power — During either Week 4 or 5 students are required to do a role play exercise requiring at least 3-5 people (5 is the most effective). In a small group, you will be asked to role-play a real relationship problem that you have experienced in the past. You will receive feedback from your group members and have an opportunity to “try it again” while employing a different approach, based on your feedback. This can be made up of classmates or friends. NOTE: Since you will be asked to role play a real relationship problem, it is strongly suggested that the group not include the girlfriend who is the subject of the problem. You are asked to do this exercise only once, either Week 4 or 5.
FYI: In San Francisco - This role play exercise will also be offered through the “Healing for Change” program. See Block 0 for “Healing for Change” calendar. If you are unable to attend the HFC workshop or have not had enough time to assemble a group by the end of Week 5, please post me a note about your circumstances, as the deadline can be extended to as late as Week 9 when Midterm Grades are due.
4. Week 8: Sensuality and Sexuality — You will need a partner to give each other a non-sexual hand massage. This can be a classmate or friend (preferably not a current or past girlfriend).
VI. PAPERS (20% of the total grade)
A. MIDTERM PAPER, 5 pg. min. (5%) – Due end of Wk. 9, no later than midnight, Th. March 19. Based on your goal(s) in taking this class, write a 5-7 page paper (prose, poetry, essay, personal story, or series of journal entries) telling your personal relationship story as it relates to any topic discussed in class (compatibility, power, sexuality, etc.) between Wks. 2-8. NOTE: Include references to at least two articles or book chapters (cite title, author, page) in your paper.
B. INDIVIDUAL FINAL PAPER, 10 pg. min. (15%) – Due end of Week 18, no later than midnight, Thursday, May 28. In lieu of a final examination students will write a 10-page individual paper (personal story, research paper or project report) choosing from among topics listed on the syllabus. Students must utilize available CCSF online library research services and provide an annotated bibliography with the final paper. Creative forms (poetry, screenplay, art, graphics, fiction stories) and formats (performance art, play, games, video, audio, Web, internet) may be used where appropriate. Additional guidelines are forthcoming.
Special Note: Students may form a team (2 or more students) to undertake a larger, collective project, as long as parts within the whole can also be distinctly attributed to individual students. If you would like to undertake a group project, please send me a Group Final Project Proposal with details and timeline for my approval by the end of Week 10, Thursday, March 26, 2009.
VII. STUDENT-FACULTY CONTACT & MEETINGS: I check my email and course site every day during the week (M-F). If you have a question, post me a message and you can expect an answer within 48 hours (not including weekends). Sometimes, the answer is very involved or better suited for a Student-Faculty discussion or meeting. If so, I will request such an arrangement. Generally, I am available to meet with students, individually, during the course. (This is an invitation, not a requirement.) In San Francisco, I am available on an appointment basis to meet in person on Tuesdays between 5:00 – 6:00 PM, James Lick Middle School, 1220 Noe Street (@25th St.), Rm. 102. I am also available for telephone meetings on Thursdays, 10 AM - 12 noon. I recommend that you email or call to arrange a time for us to talk during these telephone hours. You may also call me at (415) 452-4895. If the line is busy, please leave a message with the best time to reach you and I will return your call as soon as possible.
Papers: The midterm and individual/group final papers must be sent as a Word (.doc) document and formatted in standard essay style: double-spaced, 12 pt. font, 1-inch margins and paginated. It is expected that spelling and grammar check word processing tools will be used. Therefore, points will be deducted for spelling and grammar errors. Late papers will be graded down (see deadline schedule below).
Incomplete (“I”) Grade and Withdrawal (“W”) from Class. An Incomplete (I) grade is not an option for this class without a written request and agreement from the instructor. Each student is responsible to initiate her own withdrawal from class by going on-line to her student record. If you drop a class prior to the last day to drop, no notation will appear on your permanent record. If you withdraw from a class or if I drop you between the last day to drop and the last day for withdrawal, a “W” symbol will appear on your Permanent Record. However, if you stop attending class after the last day for withdrawal, I must give you a grade other than “W.” Please check the school calendar for the deadline dates. (The “W” symbol is not be used in calculating units attempted nor for grade points, but is used in calculating units for purposes of evaluating probation and dismissal.)
Assignment Week Due
1. HOMEWORK (75% of total) Due: End of the Week, midnight, Thursday before Friday of the next Week
2. NOTE: WK 3: D.A.R.E. (Dating and Romance for Everyone) Due: End of Wk 8, midnight, Thursday, March 12
3. MID-TERM PAPER (5%) Due: End of Wk 9, midnight, Thursday, March 19
4. GROUP FINAL PROJECT PROPOSAL: Due: End of Week 10, midnight, Thursday, March 26
5. INDIVIDUAL/GROUP FINAL PAPERS (15%) Due: End of Wk 18, midnight, Thursday, May 28
VII. GRADING MATRIX: To be announced
1. Member, United Way Campaign Planning Committee, School of Pharmacy, 1985-90.
2. Member, Chancellor’s Staff Advisory Committee, September 1987 - June 1988; Acting Chair, July - September 1988; Chair, October 1988 -August 1989.
3. Acting Chair, July - September, 1988 and Chair, October 1988 -August 1989, Chancellor’s Staff Advisory Committee
4. 125th UCSF Anniversary Planning Committee, Community Outreach Committee, 1988-89.
5. Member and Chair, School of Pharmacy Staff Committee on Ethnic and Cultural Diversity, 1990-92; School of Pharmacy Staff Diversity Committee, 1995-96
6. Chancellor’s Committee on Diversity, 1997-00; Video Sub-Committee, 1998-00
7. Lesbian Health Research Center-UCSF, Institute on Health and Aging, School of Nursing, UC San Francisco
Associate Director, 2002 - 04
Executive Committee, 2002 - 04
Advisory Council, 2002 - 04
Co-Coordinator, Summer Research Training Program, 2002
8. “Sexual Healing: Touching the Hurt and Healing the Pain,” City College of San Francisco; an interactive workshop on self-healing techniques for women in recovery from sexual violence (domestic violence, rape, incest and assault).
Creator, organizer, co-faculty sponsor, and workshop facilitator, in conjunction with faculty from the Business Department, Gay, Lesbian, Bisexual Studies Department, Women Studies Department, Project SURVIVE, Health Education and Health Sciences Department and the Student Health Center, City College of San Francisco, San Francisco, CA.
March 29, 2003
October 13, 2003
March 13, 2004
October 16, 2004
March 12, 2005
March 4, 2006
March 3, 2007
Dec, 5, 2008
9. Founder and Faculty Coordinator, The Queer Colored Eye: An Evening of Aesthetics, Artistry and Performance By, For and About Queer Artists of Color, “A Conversation with Jewelle Gomez, Award-Winning Black Lesbian Writer, Activist and Cultural Critic,” The San Francisco LGBT Center, San Francisco, Oct. 5. 2007.
Faculty Co-Coordinator, “A Memorial Tribute to Paula Gunn Allen: American Indian Two Spirit Scholar, Poet, Mother and Grandmother, “Diego Rivera Theater, City College of San Francisco, October 25 2008.
Between 1972- 85, I was a member and leader in numerous community service projects in the Asian/Pacific, Latino and African American communities. I worked with student, worker, elderly, and women’s groups addressing a range of education, labor union organizing, housing, racist violence, electoral politics and human rights issues in the San Francisco Bay Area, California, U.S. and the Philippines. Since 1986, my public service has been directed to the Lesbian, Gay, Bisexual and Transgender Community, with particular focus on Asian/Pacific Islanders and People of Color (local, national and international levels). In 2001, I began public service in the pubic health area.
1. First Asian/Pacific Lesbian Retreat. Co-Chair, Sonoma, CA, May 10-12, 1987.
2. Asian/Pacific Lesbian Network (APLN), later Asian/Pacific Lesbian, Bisexual and Transgender Network (APLBTN):
• Co-Founder, Washington, DC, October 8-9, 1988.
• National Co-Coordinator, First APLN National Retreat, Santa Cruz, CA, October 1988- September 1989.
• First Activist Institute and Second West Coast APLBN Retreat. Program Committee, July - October 1993.
• Pacific Islander Lesbian and Bisexual Women’s Anthology Project Ad Hoc Committee. Chair, November 1993 - February 1994; Na Mamo o Hawaii-NLGTF Conference Fundraising Committee, Chair, October - November 1994.
• Interim Steering Committee, July - December 1998.
3. San Francisco Lesbian and Gay Freedom Day Parade and Celebration Committee
Board of Directors (1987-88)
• “Hot Colors” Coalition of Gay People of Color, Contingent Coordinator, 1988-90.
4. National Center for Lesbian Rights, San Francisco, CA:
Community Advisory Committee, Expanding Legal Services for Lesbians of Color
• National Project, April 1990 - June 1991.
• Board of Directors, July 1990-91.
5. National Lesbian Conference: By, For and About Lesbians. Liaison, Asian Lesbian Mobilization, Atlanta, GA, April - May 1991.
6. International Networking:
• OCCUR: Association of Lesbians and Gay Men (Japan). Host, U.S. Tour, June 22-30, 1992.
• Asian International Action Committee. Co-Chair, April - December 1993.
• Ad Hoc International Network Task Force-Asian/Pacific Lesbian and Bisexual Women’s Network (APLBN). Liaison, October 1993 - January 1994.
• Asian Lesbian Network-USA Working Group. Co-Founder, 1994; US-Asia Liaison to the Stonewall 25 UN March and Rally Committee, February - June 1994; 11th Annual Asian/Pacific Lesbian and Bisexual Women’s Lunar New Year Celebration Committee, Program Committee, December 1994 - March, 1995.
• API Queer Women’s Representative to the ILGA Asia Regional Conference.
• Co-Coordinator, U.S. Mobilization and Fundraising Committee, “Pinoy Pride, Ten Days of Courage, Ten Days of Pride,” Manila, Philippines, November 8-18, 2003.
7. API Family Pride (formerly Asian/Pacific Islanders - Parents and Friends of Lesbians and Gays (A/PI-PFLAG)
• Co-Founder and Co-Coordinator, March 1995 – July 2004
• Executive Board Member, July 2004 –
• PFLAG Families of Color Network; Co-Founder, Member, November 1999-June 2001
8. Asian/Pacific Islander Queer Women and Transgendered People’s Coalition (APIQWTC):
• Co-Founder and Co-Coordinator, March 1999 - September 2000.
• No On Proposition 8 Committee, August – November 2008.
9. Asian American Women’s Initiative, Asian/Pacific Lesbian Community Representative, Advisory Committee to the Ford Foundation, New York City, New York, June 2001 – September 2002.
10. Women’s and Girls Health Advisory Committee to the Department of Public Health, City and County of San Francisco
• Member, November 2001 – June 2004
• Co-Chair, September 2002 – June 2004
11. U.T.O.P.I.A. (United Territories of Polynesian Islanders’ Alliance), Community Luau: Food, Dance and Culture of Polynesia, Faculty Sponsor, Gay and Lesbian Studies Department, City College of San Francisco, San Francisco. April 13, 2002, November 14, 2002, and April 5, 2003.
12. “Ke Kulana He Mahu: A Sense of Place,” Panel Program, Video Screening and Reception, 28th Annual International Gay, Lesbian, Bisexual and Transgender Film and Video Festival, Herbst Theater, San Francisco, June 23, 2002.
• Coordinating Committee, Chair
• Panel Moderator
13. Panel of Experts on GLBTI Health, Gay and Lesbian Medical Association, October 2002 – June 2004.
14. World Board, International Lesbian and Gay Association (ILGA), North America Representative, November 2003 – March 2004.
15. Member, Path of Engagement, A Joint Program of the Buddhist Peace Fellowship and Spirit Rock Meditation Center, April 23, 2007 – November 10, 2008.
1. Virginia R. Harris and Trinity A. Ordona, “Developing Unity Among Women of Color: Crossing the Barriers of Internalized Racism and Cross Racial Hostility,” in Haciendo Caras/Making Face, Making Soul: A Reader of Colored Feminists’ Creative and Critical Perspectives, ed. Gloria Anzaldua (San Francisco: Spinsters Ink/Aunt Lute, 1990), 304-316.
Reprinted In: Constellations: A Contextual Reader for Writers, Second Edition, eds. John Schilb, Elizabeth Flynn and John Clifford (New York: Harper Collins College Publishers, 1995), 410- 421.
2. Trinity A. Ordona and Desiree Thompson, “A Thousand Cranes,” in A Celebration of The Heart: Celebrating Lesbian Unions, ed. Becky Butler (Seattle: Seal Press, 1990), 81-90.
3. Trinity A. Ordona, “The Challenges Facing Asian and Pacific Islander Lesbians in the U.S.: Coming Out, Coming Together, Moving Forward,” in The Very Inside: Asian and Pacific Islander Lesbians and Bisexual Women’s Anthology, ed. Sharon Lim-Hing (Toronto: Sister Vision Press, 1994), 384-390.
4. Trinity A. Ordona, “Cross-Racial Hostility and Inter-Racial Conflict: Stories to Tell, Lessons to Learn,” in The Very Inside: Asian and Pacific Islander Lesbians and Bisexual Women’s Anthology, ed. Sharon Lim-Hing (Toronto: Sister Vision Press, 1994), 391-397.
5. Cristy Chung, Aly Kim, Zoon Nguyen and Trinity Ordona with Arlene Stein, “In Our Own Way - A Roundtable Discussion,” Amerasia Journal (Dimensions of Desire: Other Asian & Pacific American Sexualities: Gay, Lesbian and Bisexual Identities and Orientations), 20, no. 1 (1994): 137-147.
Reprinted in: Asian American Sexualities: Dimensions of the Gay and Lesbian Experience, ed. Russell Leong (New York: Routledge Press, 1996), 91-99.
6. Trinity A. Ordona, “Between Two Worlds: Asian and Pacific Islander Lesbians and Bisexual Women in the U.S.,” (paper presented at the 12th World Congress on Sexology, Yokohama, Japan, Aug. 7, 1995).
7. Christine T. Lipat, Trinity A. Ordona, Cianna Pamintuan Stewart, and Mary Ann Ubaldo, “Tomboy, Dyke, Lezzie and Bi: Filipina Lesbian and Bisexual Women Speak Out,” in Filipino Americans: Transformation and Identity, ed. Maria P. Root (Thousand Oaks: Sage Publications, 1997), 230-246.
8. Trinity A. Ordona, “A Long Road Ahead,” in Tibok: Heartbeat of the Filipino Lesbian, ed. Anna Leah Sarabia (Manila: Anvil Publishing, Inc. & Circle Publications, 1998), 147-159.
9. “Coming Out Together: An Ethnohistory of the Asian and Pacific Islander Queer Women’s and Transgendered People’s Movement of San Francisco,” Ph.D. diss., University of California at Santa Cruz, 20000.”
10. Trinity A. Ordona, “Racial and Sexual Identity: Asian and Pacific Islander Queer Women and Transgendered People Build New Communities, New Futures,” in Report from the Asian/Pacific Islander Lesbian, Bisexual, Queer and Transgender Task Force, submitted November 13, 2000, San Francisco, CA. (U.S. President’s Advisory Commission on Asian Americans and Pacific Islanders, Washington, DC, 2000).
11. Trinity A. Ordona, “Asian Lesbians in San Francisco: Struggles to Create a Safe Space, 1970s – 1980s,” Shirley Hune and Gail Nomura (eds.), Asian/Pacific Islander American Women: A Historical Anthology, (New York University Press, 2003), 319-334.
12. Trinity A. Ordona, “A Long Road Ahead,” Pinay Power: Peminist Critical Theory: Theorizing Filipina/American Women, Melinda de Jesus (ed.), Routledge, 2005.
13. Trinity A. Ordona, “Asian American Lesbians, Disclosure and the Importance of Family Acceptance,” in progress.
14. “Coming Out Together: The Asian and Pacific Islander Queer Women’s and Transgendered People’s Movement of San Francisco,” Routledge Press (book contract), in preparation.
1. Neil Miller, In Search of Gay America: Women and Men in a Time of Change. (New York: Atlantic Monthly Press, 1989), 157-162.
2. Welmin R.D. Militante, “Asian American Lesbians: Voices of Institutionalized Oppression.” University of California at Berkeley, May 1990. Research paper, Afro-American Studies 198.
3. Shulee Ong, 1990. “Because This Is About Love: Lesbian and Gay Marriages.” San Francisco. Videotape.
4. Alice Y. Hom, “Here We Are: The (In) Visibility of Asian Pacific American Lesbians.” University of California at Los Angeles, December 1990. Research paper, Women’s Studies 185.
5. Valerie N. Sheehan, “Peminism: The Pluralization of Feminism Through the Lived Experiences of Pilipinas.” University of California at Santa Cruz, December 1990. Senior Thesis.
6. Alice Y. Hom, “Family Matters: A Historical Study of the Asian Pacific Lesbian Network.” University of California at Los Angeles, June 1992. Master’s Thesis.
7. May Chow, “Aging with Pride,” Asian Week, June 27-July 3, 2003; Vol. 24, 44, San Francisco, CA.
UNIVERSITY AND PUBLIC SERVICE AWARDS:
1989 Department of Pharmacy
School of Pharmacy, University of California, San Francisco
Administrative & Professional Staff; Outstanding Achievement Award
1996, 97, 99 Department of Biopharmaceutical Sciences
School of Pharmacy, University of California, San Francisco
Outstanding Staff Performance Award
1996 Bay Area Career Women; Lesbian of Achievement, Vision and Action Award
1998 Gay Asian Pacific Alliance
George Choy Award of Recognition (awarded to A/PI-PFLAG Family Project)
1998 Northern California Gay and Lesbian Historical Society; Individual Historic Achievement Honoree
1999 UCSF Chancellor’s Award for Public Service and UCSF Edward T. Uno Award for Public Service Honoree
2008 Phoenix Award for Outstanding Community Service
Asian and Pacific Islander Queer Women’s and Transgender Community (APIQWTC)
(awarded to Trinity Ordona and Desiree Thompson)
“The 20 Most Influential Lesbian Professors in the U.S.,” Curve Magazine, March 2008
B.A. in History from SFSU, 2006
Prof. Piper has been teaching at CCSF since 2008
My years as a student were valuable beyond knowledge as I was able to fine-tune my approach to history and education in my work as a TA in the History Department at SFSU. I found some of my instructors dull or uninterested, while I found others that I admired. I have sought to combine in my teaching the best of my experiences. Thus I seek a more much dynamic approach to the history of Mexico and Latin America. History should not be dry and boring; I present history instead as a human narrative, a story, meant to instruct and fascinate. While I have been called many things, I have never been called boring.
My personal goal as a teacher is to reduce the general ignorance about Latin America one generally finds in the US. Beyond simple dates, names and places, I use a behind the scenes approach to show why historical events have occurred and how we can see ourselves in the history of our past. I seek to work with all levels of students both in traditional classroom and electronic settings. My courses are not easy grades; I require effort and commitment. However, over 50 percent of my students achieve A or B grades. My syllabus is a contract I make with my students to support them in their quest for knowledge.
In Spring 2012, I opened a new course, LALS9/LGBT 9, that examines LGBT in Latin America. I wrote this course as a response to the general lack of study of Latino/a Latin American LGBT. This social science course shows the presence of LGBT in the indgene world of the Americas, in the Spanish colonial period, in the nationalist 19/20th century as well as in the millenial age. Indigene LGBT, colonial Inquisitional persecution, LGBT liberation, obscenity, immigration, Cuba, and same sex marriage are studied in depth. This course is CSU/UC IGETC transferable.
Though I am a teacher that delivers intense lectures, I am also the type of instructor that will take an hour or two to work with a challenged student. All of my lectures are supported with DropBox and Powerpoint handouts. I am bilingual in English and Spanish, and in cuss words in about another ten languages.
A member of various philatelic and historical societies. I have a long history of volunteer participation with various local non-profits whose goals I seek to empower. I was an early volunteer with Shanti, and later worked as an assistant for attorney Martha Ball Price at AIDS Benefits Counselors. ABC assisted HIV clients in processing their social security benefits. In the 1990s I was a volunteer with a medical marijuana dispensary. During the 2008 election, I was a volunteer with the NO on 8 campaign. In the 2010 elections, I was a field organizer with AFT/CFT, succesfully mobilizing faculty at CCSF to support CA Proposition 25.
Master's Thesis: Guantanamo, Different Visions of Empire, 2008
Undergraduate: The Holy Office of the Inquisition in the New World: Sorcerers and Plants in the New World. Published in the SFSU History Department journal Ex Post Facto, 2006
Graduate: The Cuban Convertible Peso: A Redefinition of Dependence. Published in the SFSU History Department journal Ex Post Facto, 2008.
Sugar, 2002 Congress Book - a study of Cuban canaveral stationery of the 1960s
Baracoa - Cuba's First City - A Postal History, Journal of Cuban Philately, August 2012
Cuban Airmail Convertible Peso Postal Cards, UPSS, May/June 2013, July/Aug 2013
Numerous articles in philatelic journals in the US, England and South Africa
Recipient as co-author of vermeil prize for literature at the Cuban National Stamp Exposition, Havana, 2005
Beyond being a rather decent cook, I am also known as a pre-eminent stamp collector with a focus on the US, Socialist Cuba and Latin America. I am also a major fan of DJ music. I like to garden and have a passion for Western memorabilia.
Post-Doctoral Fellowship - Stanford University
Prof. Thomas has been teaching at CCSF since 2005 and uses gender neutral pronouns. Thomas has served as department chair since 2006 and has worked tirelessly to move the department forward. This includes getting an A.A. degree in LGBT Studies approved at the state level. Previous to 2005, they have taught at Stanford University, Lexington Community College, and The University of Colorado, Boulder.
Fall 2016 ONLINE COURSE INFORMATION:
INSTRUCTOR CONTACT INFO FOR STUDENTS: firstname.lastname@example.org
1) LGBT 5 and LGBT 15 have NO IN PERSON MEETINGS - ALL OF THE ORIENTATION MATERIALS ARE ONLINE.
2) The URL for the course will be insight.ccsf.edu
LGBT 5: Introduction to Gay, Lesbian, Bisexual, and Transgender Studies is completely online. There are no on campus required or optional meetings - no on campus orientation or exams.
LGBT 15 - Pre-Stonewall Queer Writers, Lives, and Cultures is completely online. There are no on campus required or optional meetings - no on campus orientation or exams. HOWEVER, there are 3-4 films you will need to see in the semester. I recommend Netflix, the public library, or your favorite eclectic video store. The important thing is to look at the syllabus the first week and see the films earlier than the weeks they are due. If you are an international student, please let me know and we will figure something out for the films.
Book for LGBT 5: FINDING OUT
Books for LGBT 15: 1) HIDDEN FROM HISTORY eds. Duberman, Vicinus, and Chauncey 2) Wilde's DE PROFUNDIS 3) Hall's THE WELL OF LONELINESS 4) Mishima's CONFESSIONS OF A MASK 5) Baldwin's JIMMY's BLUES. Please be aware that HIDDEN FROM HISTORY IS TECHNICALLY OUT OF PRINT - IT IS AVAILABLE AT VARIOUS ONLINE BOOKSELLERS. IT WILL ALSO BE ON RESERVE AT ROSENBERG LIBRARY AT CCSF'S OCEAN CAMPUS.
Books will be available at the CCSF bookstore. For those of you not in the area, you will find all of the books online at various booksellers like Powell's Books and Amazon Books. Most of these books will also be available at your public library. You may also find Wilde's De Profundis online.
PUBLICATIONS - this is a partial list:
Introduction to Transgender Studies. Forthcoming from Columbia University Press, 2017.
Transgender Reference Guide co-authored with Aaron Devor Chair of Transgender Archives at University of Victoria, BC. Forthcoming from ABC-CLIO Press in 2018.
"Queer Vampires" in Gothic and Vampires in process forthcoming 2017.
"Queer Women in the Gothic" in Women in the Gothic. Forthcoming from University of Edinburgh Press, 2015.
"Queer Family Structures in Elizabeth Gaskell's Short Fiction" in Gothic Kinships. University of Edinburgh Press, 2013.
"Queer Gothic" in Victorian Gothic. University of Edinburgh Press, 2012.
Queer Others in Victorian Gothic: Transgressing Monsrosity. University of Wales/University of Chicago Press, 2012.
• "Lesbian Issues in a Global Context." Forum on Public Policy in Conjunction with Oxford University Press, 2009.
• “Monstrous Nothingness and Queer Echoes in E.M. Forster’s A Passage to India.” Queering the Gothic, Manchester UP, 2009.
• Writing for Real: A Handbook for Writers in Community Service (co-authored with Carolyn Ross). New York: Addison, Wesley, and Longman, 2003.
• "Thieves at the Dinner Table: Queer, Racial, and National Amalgamations in Wilkie Collins's The Moonstone." Fictions of Unease: The Gothic From Otranto to the X-Files. Ed. William Hughes. Bath: Sulis Press, 2002.
• "Gay and Lesbian Culture in London"; "Lesbian Detectives"; "Queer Sexuality and Empire" (co-authored with Leslie Minot). The Reader's Guide to Gay and Lesbian Studies. Timothy Murphy, editor. Chicago: Fitzroy Dearborn Publishers, 1999.
• Biographies of Cheryl Clarke and Pat Parker. The Oxford Companion to Women's Writing in the United States. Cathy N. Davidson and Linda Wagner-Martin, editors. New York: Oxford University Press, 1995.
Introduction to Transgender Studies - in process. 2016.
Queer Others in Victorian Gothic: Transgressing Monstrosity. University of Wales/University of Chicago Press, 2012.
Writing For Real: A Handbook for Writers in Community Service (co-authored). New York: Addison, Wesley, and Longman, 2003.
International Gothic Association
Olympic Weightlifting, swimming, hiking, cooking