Research Ethics Review Committee (RERC)

What is the Research Ethics Review Committee (RERC)?

The Research Ethics Review Committee (RERC) is an internal group within GLSEN that has been designated to review and monitor research that involves human subjects (i.e., people). Like other institutional review boards (IRBs), the RERC plays an important role in protecting the rights and welfare of people involved in GLSEN research. The RERC ensures that any research conducted by or associated with GLSEN follows established ethical principles that are aligned with GLSEN’s mission.

What does the RERC do?

The RERC has the authority to approve, require modifications in order to secure approval or disapprove research proposals that are submitted to the RERC for review. The RERC generally reviews research proposals submitted by the GLSEN Research Institute (e.g., GLSEN National School Climate Survey) as well as proposals submitted by GLSEN affiliates for research to be conducted as part of their GLSEN responsibilities. The RERC also reviews proposals by non-GLSEN researchers who wish to recruit participants for their research within the GLSEN organization that are related to GLSEN’s mission, which is to provide a safe and inclusive school environment for all LGBTQ+ students in K-12 grades, regardless of their sexual orientation, gender identity, and gender expression.

Who are the Research Ethics Review Committee members?

The RERC consists primarily of individuals outside of GLSEN who have a deep understanding of research, and the ethics of conducting human subjects research. The RERC currently consists of six members:

Madelaine Adelman, PhD

Faculty at Arizona State University and RERC chair
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Daniel Gardner, PhD

Faculty at Hunter College, CUNY

Ed Brockenbrough, PhD

Faculty at University of Pennsylvania
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Michael Hall

Faculty at Dutchess Community College, SUNY
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Susan Pelosi, LCSW

Psychotherapist & Clinical Social Worker
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Jim Persinger, PhD

Faculty at Emporia College
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When should you contact the Research Ethics Review Committee?

You should contact the RERC at RERC@glsen.org if:

  1. You are affiliated with a GLSEN chapter or another GLSEN entity (e.g., GLSEN National Student Council) and are planning to conduct research involving human subjects as part of your GLSEN responsibilities (if you are not sure whether the proposed activity constitutes research with human subjects, also contact the RERC);
  2. You are affiliated with a GLSEN chapter or other GLSEN entity and want to promote your own non-GLSEN research study through GLSEN, including your own or other GLSEN chapters;
  3. You are a researcher outside of GLSEN who wants to promote your research study through GLSEN.

Note that GLSEN would only consider promoting outside research if it is related to GLSEN’s mission.

If you are not sure what constitutes human subjects research, the following is a list of what might constitute human subjects research:

  • You want to administer an online or in-person survey to human subjects (e.g., LGBTQ+ high school students, elementary school teachers, parents with school-aged children, etc.).
  • You want to conduct interviews that involve human subjects (e.g., LGBTQ+ high school students, elementary school teachers, parents with school-aged children, etc.).
  • You want to conduct focus groups that involve human subjects (e.g., LGBTQ+ high school students, elementary school teachers, parents with school-aged children, etc.).
  • You want to use already existing data that involve human subjects (e.g., LGBTQ+ high school students, elementary school teachers, parents with school-aged children, etc.);
  • You plan on publishing findings from data you collected based on any of the above methods.

If you are still not sure if your proposed activity constitutes research, please contact the RERC at RERC@glsen.org as soon as possible so that an RERC member can help you determine whether your activity requires RERC review.

Note that if you are interested in using any existing data from GLSEN’s research, by and large we do not provide our datasets to researchers outside of GLSEN. Please contact the RERC at RERC@glsen.org if you have further questions.

What are some GLSEN activities that do not require RERC approval?

The following are examples of GLSEN chapters or other entities that engage in GLSEN activities that do not require RERC approval:

  1. Internal polls of the board or volunteers or donors, about chapter strategy;
  2. GLSEN-approved evaluation forms for professional development workshops;
  3. Collecting data for internal use only such as those listed above, and not publishing the findings.

If you are still not sure if your proposed activity constitutes research, please contact the RERC at RERC@glsen.org as soon as possible so that an RERC member can help you determine whether your activity requires RERC review.

Now that you have contacted the RERC, and your study or proposed study meets any of the above criteria, what is the next step?

If you are affiliated with a GLSEN chapter and are planning to conduct research involving human subjects as part of your GLSEN responsibilities, you will need to complete the RERC Proposed Research Application Form.

If you are affiliated with a GLSEN chapter and want to promote your own non-GLSEN research study through GLSEN, you will need to complete the RERC Research Promotion Application Form.

If you are a researcher external to GLSEN who wants to promote your own research study through GLSEN, and your study is related to GLSEN’s mission, you will need to complete the RERC Research Promotion Application Form.

Please submit your completed application to RERC@glsen.org.

You have completed the application form, and have sent it to the RERC. How long will it take to receive a decision from the RERC?

If you completed the RERC Proposed Research Application Form, the RERC chair will review your application and determine whether it will require a review by the full committee.

If it is determined that the application does not require full committee review, then the process should take no longer than 3-4 weeks for the RERC chair to send you a decision.

If the application is determined to require full RERC review, the committee meets once a quarter (January, April, July, and October) to review applications. Please provide your completed application one month prior to the full committee meeting date, so that the committee members have sufficient time to thoroughly review your application. You will receive a decision from the RERC chair within 1-2 weeks following the full committee meeting.

Once your study is approved, you will receive an official approval letter from the RERC chair. Note that the approval letter is valid for one full year from the date of approval. If you have not completed your study within one year following the date of approval, and want to continue conducting the study, your study will have to be renewed.

What if I want to renew my study because it has not yet been completed and it has been one full year since my study was approved by the RERC?

You will need to complete the RERC Continuing Review Form. Once you submit your completed Continuing Review Form, you should receive a decision from the RERC chair within one week.

Please submit your completed form to RERC@glsen.org.

I have completed my study. Is there anything else that I need to do?

Yes. You will need to complete the RERC Close Out Form. Once you submit your completed Close Out Form, you should receive a response from the RERC chair within one week that your study has been closed.

Please submit your completed form to RERC@glsen.org.

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Bonnie Washick

Federal Policy Manager
Pronouns: She/Her

Bonnie Washick

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Tessa J. Juste

State and Local Policy Manager
Pronouns: She/Her

Tessa J. Juste

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Jade deShong-Logan

Sr. Operations Manager
Pronouns: She/Her

Jade deShong-Logan

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Caitlin Clark, Ph.D.

Senior Research Associate
Pronouns: She/Her

Caitlin Clark, Ph.D.

Caitlin (or Caitie) has a PhD in Developmental Psychology with a portfolio in Women’s and Gender Studies from the University of Texas at Austin. She has experience teaching, evaluating, and conducting research in schools of all levels. Caitie’s research specialties include the experiences of transgender and nonbinary youth, LGBTQ+ youth in sports, and elementary education. Before GLSEN, Caitie worked as an Evaluation Analyst at the Austin Independent School District and she has taught at the undergrad and preschool level. Outside of work Caitie loves live music, attempting complicated and new recipes, and women’s soccer.

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Joseph Kosciw, Ph.D.

Director of Research
Pronouns: He/Him

Joseph Kosciw, Ph.D.

Dr. Joseph Kosciw is Director of the GLSEN Research Institute. GLSEN is recognized worldwide as an innovative leader in the education, youth development and civil rights sectors fighting to end bias-based bullying, violence and discrimination in K-12 schools and promote a culture of respect for all. For nearly two decades, the GLSEN Research Institute has supported the organization's mission by conducting original research on issues of sexual orientation and gender identity/expression in K-12 education and evaluating GLSEN programs and initiatives. The Institute also provides technical assistance to local GLSEN chapters and other safe school advocates in the U.S. who wish to conduct research on LGBTQ student experiences, and houses GLSEN's international initiatives which provide technical assistance to NGO and education leaders on LGBT issues in education across the globe.

Dr. Kosciw has a Ph.D. in Community Psychology from New York University, a B.A. in Psychology from the College of Arts and Sciences and an M.S.Ed. in Psychological Services in Education from the Graduate School of Education at the University of Pennsylvania.

Dr. Kosciw trained as a family therapist and has worked as a school counselor and psychoeducational consultant in elementary and secondary schools. He has been conducting community-based research for over 20 years, including program evaluations for non-profit service organizations and for local government. Under his leadership, GLSEN Research focuses on understanding the school experiences of all students, specifically as they are related to issues regarding sexual orientation and gender identity/expression, the school experiences of LGBT parents, perceptions of educators and school administrators regarding school climate, and the utility of school- and community-based efforts regarding bullying and harassment and efforts to create safe and affirming learning environments. GLSEN’s research is widely used for education policy advocacy as well as commonly cited in public media regarding LGBT student issues and school safety.

Kosciw’s work has been published in diverse scholarly and practitioner journals, including the Journal of Youth and Adolescence, the Journal of School Violence, and the Prevention Researcher. He also serves on the editorial board of the Journal of LGBT Youth: The Interdisciplinary Quarterly of Practice, Research, Policy, and Theory. He has also appeared on numerous national television and radio programs as an expert on LGBT student experiences.

In addition to his passions for community-based research, Dr. Kosciw is passionate about dogs, Eurovision, and Ukrainian pop music.

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Stephan Peters

Accounting Manager
Pronouns: He/Him/His

Stephan Peters

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Ashley Dinan

Senior Accounting Manager
Pronouns: She/Her/Hers

Ashley Dinan

Ashley joined GLSEN in 2005 as a Finance Associate to support the accounting processes of the GLSEN National Office and Chapter Network. Ashley's work in the non-profit sector began at the Huntington's Disease Society of America as the Chapter Operations Coordinator, working similarly with both the National Office and Chapter Network. Prior to that, Ashley has held positions at Credit Lyonnais and served as a legal clerk.

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Onyx Ewa

Youth Programs Associate
Pronouns: They/Them

Onyx is a multi-talented artist, activist, writer, and model who dreams of using art to amplify their voice and produce positive social change. They were named GLSEN's Student Advocate of the Year in 2019 due to their work with GSAs and GSA coalitions. In their free time, they enjoy making clothes, reading, and playing classical guitar. They are now a student at Harvard University, a Point Foundation Scholar, and a GLAAD/Teen Vogue 20 Under 20 Honoree.

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Michael Rady

Rainbow Library Program Manager
Pronouns: He/Him/His

Michael Rady

Michael Rady (he/him) is a queer educator, organizer, and reader. Michael believes radical transformation is needed in American education to deliver equity for all learners, especially BIPOC students and LGBTQ+ students. Before joining GLSEN, Michael was a third-grade teacher, curriculum writer, and Senate education policy staffer. Michael’s involvement in LGBTQ+ inclusive education started when he was asked to lead the LGBTQ+ staff community group for a network of public schools in the Northeast. Interest in the group grew immensely: it increased to over 500 members, marched in pride parades, and transformed internal policies for LGBTQ+ staff and students. In 2018, Michael joined GLSEN’s Connecticut chapter to launch the Rainbow Library, a program that sends queer-affirming books to schools. Since then, the program has grown to thousands of locations in dozens of states. He sees the Rainbow Library not only as way to help youth access queer-affirming literature, but as a bridge to other LGBTQ+ supports and policy changes. Originally from New York, Michael currently splits his time between Nashville, Tennessee, where his partner and their dog, Reese, reside, and Cambridge, Massachusetts, where Michael is pursuing a Master of Education at the Harvard Graduate School of Education.

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Indie Landrum

Youth Programs Associate
Pronouns: They/Them

Indie Landrum

Indie is a trans nonbinary queer neurodivergent artist. Their experience being a homeless queer/trans youth shaped their devotion to youth work and social justice. Indie has over 10 years of experience working directly with youth in various way, from case management with homeless youth to community organizing development of queer and trans students. They have a passion for making mediocre art and cuddling with their adorable fur-babies.

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Aubri Tuero

Individual Giving Manager
Pronouns: She/Her/Hers

Aubri Tuero

Aubri Tuero is a development professional living in Salt Lake City, Utah. She holds a Master of International Service in Global Governance, Politics, and Security from American University in Washington, DC and a dual Bachelor of Art in History and Film & Media Arts from the University of Utah. Ms. Tuero is also a board member of Friends of Gilgal Sculpture Garden, working to preserve public art in Utah. In her personal life she enjoys taking her dog Vito to the park and discussing books with her Short Book Club.

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Morgan Stinson

Corporate and Foundation Relations Manager
Pronouns: She/Her

Morgan Stinson

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Jacqueline Schweiger

Database Manager
Pronouns: She/Her

Jacqueline Schweiger

Jacqueline Schweiger (she/her) is the Database Manager at GLSEN, where she processes and reports on donor and gift information. She has worked in nonprofit development for a number of years, including at GLAAD, the French Institute Alliance Française, and the Museum of Jewish Heritage - A Living Memorial to the Holocaust.

Jacqueline graduated from the University of Virginia and holds a master’s degree in Art Business from Sotheby's Institute of Art. In her free time, she enjoys reading, swimming laps, and spending time with her family.

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Steve Mancuso

Senior Major Gifts and Individual Giving Officer
Pronouns: He/Him/His

Stephen Mancuso

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Lyndsey Godwin

Manager of Network Capacity Building
Pronouns: She/Her and They/Them

Lyndsey Godwin

Growing up in rural Ohio, Lyndsey knew a more just, loving, and liberated world was possible, even if she didn’t understand how; as an adult they understand that building that world requires community, action, anti-racist practice, and a lot of humility. Using practical, learner-centered approaches, Lyndsey partners with organizers, artists, academics, faith leaders, and educators to facilitate practices that invite all to get more comfortable with discomfort in order to build solidarity and courage. Lyndsey brings nearly 15 years of anti-oppression training, program design, and coaching focused on growing queer liberation and reproductive freedom through multi-racial organizing centered in iteration, experimentation, and healing. They were one of the founding directors and board members of Nashville Launch Pad, a LGBTQ+ affirming emergency shelter for youth 18-24, and serves on the Board of Directors for SisterSong Women of Color Reproductive Justice Collective. Lyndsey is southern by the way of y’all, perpetually curious, and camp kid at heart (with over 20 years working collaboratively to design camp and youth leadership experiences).

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Jamond J. Foree

Community Mobilization Manager
Pronouns: He/Him

Jamond J. Foree

Born and raised in Cincinnati, Ohio, Jamond has spent his career working to improve the cognitive, physical, and social-emotional outcomes for young people from cradle to career.

Most recently Jamond provided professional development and capacity building support to the Ohio Department of Education's 21st CCLC network. Additionally, he has served as Youth Development & Education Program Director for the YMCA of Greater Cincinnati, Senior Manager for Community Strategies at StrivePartnership and as Technical Advisor for the YMCA of the USA.

As a trainer and skilled facilitator, Jamond has worked all across the country helping organizations, school districts, and municipalities build capacity while developing strategies to ensure diversity, inclusion, and equity. In addition, Jamond is a multidisciplinary artist having worked professionally as a costume designer, actor, and writer. When he is not trying to save the world, he is busy working his most important job: Dad.

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Key Jackson

Deputy Executive Director for Programs and Power Building
Pronouns: They/Them/Theirs

Key Jackson

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David Eng-Chernack

Deputy Executive Director for Communications and Development
Pronouns: He/Him/His

David Eng-Chernack

David is an accomplished and progressive marketing, communications and public relations professional with extensive experience in the multi-faceted for- and not-for-profit national and international arenas. Before GLSEN, he was the Chief Marketing and Communications Officer at the Tenement Museum where he was responsible for all communications, marketing, advertising, brand management, media and public relations.

Prior to joining the Tenement Museum, he was the Marketing and Development Director for New York City’s Chinatown as part of the post-9/11 revitalization efforts. There he oversaw the Explore Chinatown tourism marketing campaign as well as the production of events such as Taste of Chinatown and Lunar Stages to draw visitors back to the neighborhood.

He has provided unique and unorthodox marketing approaches to a diverse roster of projects and institutions including New York City, where he helped create the landmark “I Love New York” campaign, The Metropolitan Opera and GMHC and amfAR during the early years of the HIV/AIDS epidemic.

He has spoken nationally and internationally on public relations, multiculturalism and diversity marketing and outreach in Birmingham (UK), Vancouver, Washington D.C., San Antonio and London; and is an Adjunct Professor at the New School teaching Arts & Cultural Marketing and Introduction to Nonprofit Management.

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Aaron Ridings

Chief of Staff and Deputy Executive Director for Public Policy and Research
Pronouns: He, Him, His/They, Them, Theirs

Aaron Ridings

Aaron Ridings (he/they) is the Chief of Staff and Deputy Executive Director for Public Policy and Research at GLSEN. In this role, he is responsible for working closely with the Executive Director to streamline operations and align cross-departmental programming to increase GLSEN’s impact. They directly oversee the Research Institute and the Public Policy Office.

As the child of a public school teacher and volunteer school board committee member, they have a lifelong connection to working in K–12 learning communities. He joined the national staff team in 2019 after first being engaged with GLSEN as a member of the National Safe Schools Roundtable representing the Oregon Safe Schools and Communities Coalition in 2010. His experience at the intersections of LGBTQ+ justice, civil rights, and K–12 education includes being a member of the Steering Committee for Schools Uniting Neighborhoods, a community schools program based in the Portland, Oregon metro region, and leading a local education agency policy research project with the State of Oregon Program Design and Evaluation Services.

Throughout their 20 year career in public service, they have passed progressive policies and advanced LGBTQ+ inclusive data collection in partnership with federal, state, city, county, school district, and tribal governments. He previously served as a Senior Fellow at the Western States Center, Associate Director of the LGBTQ+ Research and Communications Project at the Center for American Progress, along with several roles at Basic Rights Oregon and other LGBTQ+-missioned organizations. Aaron was a long-time aide to Multnomah County, Oregon Chair Deborah Kafoury and most recently had stints working for Washington, D.C. Mayor Muriel Bowser and U.S. Representative Sharice Davids (KS-3). He has been an active volunteer for electoral and issue campaigns and is a former member of the Victory Fund Campaign Board and several national and state campaign committees.

His advocacy has been recognized with emerging leadership awards from the first annual Queer Heroes Northwest Awards, City of Portland, Oregon Human Rights Commission, Native American Youth and Family Center, and the Native American Rehabilitation Association of the Northwest. Aaron has a Master of Public Administration with an Award of Excellence for Community Engagement from Portland State University.

He lives with his partner in Washington, DC and enjoys making time to visit his family’s farm in Oregon.