Transcript Educause presenation
It Takes a Whole Campus to Educate a Student
The ACCESS Project, Colorado State University Cynthia Tate - Research Associate, Disability Specialist Julia Kothe Assistant Director, Self-Advocacy Coordinator
Opening Activity
Instructions: Draw a single straight line connecting the dots.
P RESENTATION O UTLINE :
Opening Activity
Background of ACCESS Project
Theory of UDL and Self Advocacy
Need for Self-Advocacy
Implementation at CSU
Discussion/Questions
C
ORY
’
S STORY
B ACKGROUND OF ACCESS P ROJECT
Started with Cory’s Dream…
Improve academic outcomes
Universal Intervention – Flexible, Adaptable, Inclusive
No one size fits all
B ACKGROUND OF ACCESS P ROJECT
Holistic
Build Skills for Life Success
Improve Retention Rates
Meet Diverse Needs
D IVERSITY IS A DYNAMIC Diversity – Is a dynamic – “…an ongoing and active pursuit of an ever expanding awareness about how difference is perceived and valued.” (MacDonald & Bernardo, 2005)
ACCESS P ROJECT
Second project, funded by U.S. D.O.E., Office of Postsecondary Education #P333A08002
Partners and collaborators: OT Dept. (CCP, ATRC), Student Affairs, The Institute for Learning and Teaching
http://accessproject.colostate.edu/
Implementation, Dissemination, Research
Winner of 2008 N. Preston Davis Group Award for Instructional Innovation
ACCESS II P
ROJECT
ACCESS
addresses the issue of
low retention rates
among institutions of higher education and the need for improved academic success for increasingly
diverse student populations .
H
ISTORIC
I
NCREASES IN
C
OLLEGE
C D
IVERSITY ON AMPUSES 35 30 25 20 15 10 5 0 Minority Students Series 1 Series 2 Students with Disabilities Historic Current Today, more diverse students are coming to college than ever before (Snyder, Dillow, Hoffman, 2009; Belch, 2004 ).
Retention Rates: research data
70 60 50 40 30 20 10 0 White African American Asian/Pacific Islander Source: The Education Trust, 2009 , College Results Online Overall rate: 56%
Educational Success
OCCURS AT THE INTERSECTION OF GOOD TEACHING AND STUDENTS (UDL) ’ OWNERSHIP OF AND RESPONSIBILITY FOR THEIR LEARNING ( SELF ADVOCACY ).
UDL Self Advocacy
Present information in multiple formats. Engage students.
S T U D E N T Self-Advocacy
Give multiple options for
expression of knowledge.
Universal Design for Learning
C LICKER Q UESTION :
W
HAT IS AN EXAMPLE OF UNIVERSAL
D
ESIGN
?
A. NASA engineered space equipment B. The evening gown of Miss Universe C. A suitcase with wheels D.Universal Studios
U
NIVERSAL
D
ESIGN Ron Mace, North Carolina State University, 1980s Consider needs of
the broadest range of users
. Plan for diversity from the outset!
No one size fits all: provide alternatives. • Curb cuts • TV Closed-Captions •
Suitcase wheels
• Automatic door openers • Text-to-Speech technology
T HE N AMES OF UDL
Universal Design for Learning (
UDL
) Universal Design for Instruction (
UDI
) A piece of the broader field of instructional design (
ID
) and learning theories Universal Instructional Design (
UID
)
3 B ROAD P RINCIPLES :
Present
information and concepts in multiple ways and in a variety of formats.
Allow students multiple ways to
express
their comprehension and mastery of a topic.
Encourage students to
engage
with new ideas and information in multiple ways.
U NIVERSAL D ESIGN
Reach and engage the maximum number of learners Plan for diversity in the classroom
background, skills and abilities) (life experience, learning styles, language, culture, Develop
flexible
curricula and customizable Address
multiple modalities
through presentation, expression, engagement
Self- Advocacy
C LICKER Q UESTION :
S
ELECT THE DEFINITION THAT MOST ACCURATELY DESCRIBES SELF
-
ADVOCACY
A.Civil rights activism B.Self-determination C.Self empowerment D.Knowing yourself and what you need
D EFINITIONS OF S ELF -A DVOCACY
“Self-advocacy is a component of the basic
human and civil rights advocacy movement
and responsibilities and is a precondition to a meaningful citizenship” that is directed toward increasing the knowledge and understanding of (Hallgren, Norsman, & Bier, 1977).
“Self-advocacy includes the
realization of strengths and weaknesses
, the ability to formulate personal goals, being assertive, and
making decisions
” (Martin, Huber-Marshall, & Maxon, 1993).
“Self-advocacy is referred to as the ability to
articulate one’s needs
and make
informed decisions
about the supports necessary to
meet those needs
” (Stodden, 2000).
As cited in Test, Fowler, Wood, Brewer, and Eddy (2005)
ACCESS S ELF -A DVOCACY P RINCIPLES
Know yourself
Personal history Values Strengths & Challenges Learning style
Know what you need and want
How to maintain balance in life Vision for the future
Know how to get what you need and want
Setting short and long term goals Accessing resources & people to help Learning effective skills
S
ELF
-A
DVOCACY RELATED TO EMPOWERMENT Astramovich and Harris developed a self-advocacy model for minority students emphasizing:
self-determination
,
empowerment
, and
social justice
.
Arredondo and Vasquez define empowerment: Awareness Knowledge Skills
M
ORE
D
EFINITIONS OF
S
ELF
-A
DVOCACY Schlossberg’s transition theory targets:
Self
Support
Strategies
_____________________________ Brinckerhoff defines self-advocacy as- “…identifying and meeting personal needs in ways that do not compromise the dignity of oneself or others.”
S
ELF
-A
DVOCACY IS A FUNCTION OF STUDENT DEVELOPMENT
•Greater interdependence •Stronger identity Know Self •Knowledge of self physically, intellectually, emotionally •Interpersonal relationships Know How to Get Needs Met Know Needs and Wants •Development of greater autonomy •Greater purpose
Self Determination Empowerment Student Development Transition Theory
Self-Advocacy
A
CCESS SELF
-A
DVOCACY MODEL Self-Advocacy: building blocks
Skills
Know how to get what you need and want
Interdependent Knowledge Awareness
Know what you need and want
Independent
Know yourself (self appraisal)
Dependent
Need for Self-Advocacy
A CADEMIC P ERSISTENCE AND S ELF -A DVOCACY : W HY P ROMOTE S ELF -A DVOCACY ?
Studies indicate that self-advocacy is a key predictor of student success. Good self advocates (self-responsible learners) tend to experience greater academic satisfaction, higher grades, and have an increased level of ability to succeed in college and in life.
1 1 Field, Sarver, Shaw (2003) Self-Determination: A Key to Success in Postsecondary Education for Students with learning
Disabilities.
Lotkowski, Robbins, Noeth (2004) The Role of Academic and Non-academic Factors in Improving College Retention. ACT Policy Report.
Tinto, V. (1993). Leaving college: Rethinking the cause and cures of student attrition. Chicago: University of Chicago.
S
ELF
-
ADVOCACY HELPS WITH RETENTION Contributing Student Characteristics Inadequate preparation for college Poor study skills Lack of direction Low motivation Attrition Lack of life skills Source: What Works in Student Retention? All Survey Colleges, Habley & McClanahan(ACT, 2004 Survey Findings)
Survey of Student Affairs Professionals (Disability Services): CO & WYO Two Top Responses: Incoming students do not have a strong sense of self. They do not know their strengths and challenges.
College Success Survey, April 2008: Faculty (n=305)
In your experience, what are the three greatest challenges facing first year students? (Top three responses)
Answer Options
Developing time-management skills.
Response Percent
78.5%
Response Count
230 Developing in-class skills, such as listening, note-taking, participating and working with other students.
Developing general life skills, facing new
responsibilities.
48.5% 38.9% 142 114
College Success Survey, April 2008: Faculty (n=305)
What strategies and skills do you feel are most needed for success in college and life? Answer Options
Response Percent Response Count Study and socialize with classmates.
37.4% 108 Limit yourself to socializing only on the weekends.
12.5% 36 Designate weekends for studying.
4.8% 14 Source: College Success Survey , April 2008, Cengage Learning http://cengage.com
/trends/
Use a daily planner or calendar to prioritize
Utilize alternate options that fit your schedule like taking online courses or weekend classes.
Utilize instructors’ office hours and review sessions.
Utilize resources available on campus 73.7%
6.9% 58.5%
81.0%
213 20 169 234 Other (please specify)
answered question skipped question
9.7%
289 16
28
Self-advocacy/learning communities and retention: research data INVER HILLS COMMUNITY COLLEGE (Illinois) by Brenda S. Landes, IHCC Counselor
Beginning fall semester 2007, all full-time students enrolling in college for the first time were encouraged to participate in one of three new retention initiatives:
1)
On Course
– a one-credit freshmen year experience class based on the Skip Downing text, 2) a Learning Community comprised of 2 or more integrated courses, or 3) a Learning Community with the
On Course
class as one of the integrated courses.
Approximately 23% (392 out of 1697) of all new, full-time students were involved in one of these three retention strategies during this first semester, with a higher proportion of males, students of color, first
generation and low-income students participating when compared to the general population of first time students.
Results from INVER HILLS COMMUNITY COLLEGE (Illinois) by Brenda S. Landes, IHCC Counselor
Research conducted by Danielle Ricard, IHCC Office of Institutional Effectiveness
Self-advocacy/learning communities and retention: research data
(N = 392) Note: results indicate that SA has a lasting impact.
Self-advocacy and retention: research data Results from MISSION COLLEGE (California) by Dr. Jonathan Brennan, Chair, Department of English
The Mission College program linked eleven basic skills classes (English, Reading, ESL, and Mathematics) with On Course self advocacy classes. Following are the retention and academic success data from the Fall, 2001, semester of this program.
Retention Rates for Mission College Basic Skills Courses Fall, 2001 Retention of All Basic Retention of All Basic Skills Students NOT in Skills Students in the the On Course On Course Learning Learning Community Community 65% 87% Improved Retention in the On Course Learning Community +22%
Source: http://www.oncourseworkshop.com/Data.htm
Results from MISSION COLLEGE (California) by Dr. Jonathan Brennan, Chair, Department of English Academic Success Rates for Mission College Basic Skills Courses Fall, 2001 Academic Success Rate of All Basic Skills Students NOT in the On Course Learning Community 45% Academic Success Rate of All Basic Skills Students in the On Course Learning Community 62% Improved Academic Success in the On Course Learning Community +17%
Source: http://ww.oncourseworkshop.com/Data.htm
Implementation at CSU
W
HOLE CAMPUS APPROACH
Academic Affairs Advisory Board Student Affairs Academic Affairs Retention Folks Central Computing Bridge Offices TILT CASA Center Programs Student Affairs
UDL Implementation
UDL modules online Instructor training Developed survey instrument Targeted “gateway” courses with persistence problems
The Institute for Learning and Teaching (TILT)
Orientations for New Faculty and GTAs “Master Teacher Initiative” seminars in all 8 colleges “Teaching with Technology” workshops Annual campus-wide “Professional Development Institute” Provost Course Redesign Initiative
Self-Advocacy (SA) Implementation
SA Handbook online (links) Developed survey instrument Student and mentor training Collaboration with the Center for Advising and Student Achievement (CASA) Key Learning Communities
ACCESS S ELF -A DVOCACY H ANDBOOK
Section I -Transition to College
Section II – Know Yourself
Section III -Know What You Need and Want
Section IV -Know How to Get What You Need and Want
S
ELF
-A
DVOCACY
H
ANDBOOK
I . Transition to College IV. Know How to Get What You Need and Want
Plan Ahead for College Promote Self-Advocacy – How Your Parents Can Hel Speak Up Get Organized
II.
Know Yourself
Make Decisions Know Your Strengths Solve Problems Know Your Challenges Develop a Support Network Know Your Life Right Now Set Goals
III. Know What You Want and Need
Develop a Vision Plan for the Future – Career Development Know Your Rights and Responsibilities Find Resources on Campus
P
ILOT
P
ARTICIPANTS
: S
OPHOMORE STUDENTS IN THE
K
EY PLUS LEARNING COMMUNITY Participated in Key Academic/Service as Freshman.
CASA Key Communities
Currently sophomore students in Key Plus Learning Community .
Key Academic Key Service Key Plus
Key Plus: Discovery Exploration Connection
Career Decision Making Leadership
K
EY
P
LUS
S
ELF
-A
DVOCACY
W
HO WAS INVOLVED
?
A total of 36 students complete pre-surveys, and 33 completed post-survey.
At community meetings students received training on Self-Advocacy skills Each student was assigned to a graduate mentor Each student had a portfolio Collaborated with Key Plus class 15
Distribution of Ethnic Groups in Key Plus Community
N
= 36
12 10 8 7 5 3 2 2 1 0
Ethnic Group
L
OWEST MEANS FROM PRE
-
SURVEY
(A
REAS OF GREATEST NEED
) Knowing strategies to help with challenges
Managing stress in a healthy way
Study skills Life balance
S
ELF
-A
DVOCACY TARGETED FOR
S
KILLS
K
EY PLUS Knowing self Life Balance Stress Management Communication Vision Time management
P
OSITIVE CHANGE
I am aware of my values.
I have an understanding of strategies that assist me in overcoming my challenges.
I meet deadlines
C LICKER QUESTION : DOES
W
HERE
S
TUDENT
A
FFAIRS FIT
?
A. Under Universal Design for Learning B. Under Self-Advocacy C. Both Areas D. None of the Above
Future Project Goals
Further analysis and revision of the pre and post SA Student Self-assessment Survey.
Refine and revise SA training based on research indications. Provide UDL training opportunities for Student Affairs.
Provide faculty training on self-advocacy within the context of teaching (structure and style) to make faculty aware of resources on campus to educate faculty on how SA impacts student outcomes
Future Project Goals
Continue developing deeper partnerships with service offices to institutionalize SA practices.
Develop increased access to user-friendly web-based resources such as video clips, chat options, and training modules. Increase number of students receiving the intervention.
Administer research that measures persistence and retention outcome comparisons between a control group, UDL, SA, and UDL/SA combined groups of students.
IN SUMMARY
Self-advocacy is a critical component of academic and life success.
By coming up with “out of the box” strategies we can expand access to academic success for all students.
With a whole campus focus on combining UDL practices with student self-advocacy we can increase successful academic and life outcomes for diverse student populations.
Discussion/Questions
T
ELL US ABOUT
Y
OU
….
What are your successes and challenges in promoting self advocacy?
Keep thinking outside of the box!
Thank you!
Visit us Online at http://accessproject.colostate.edu
The ACCESS Project, Colorado State University Cynthia Tate Research Associate, Disability Specialist Julia Kothe Asst. Director, Self-Advocacy Coordinator
R
EFERENCES Astramovich, R., & Harris, K. (2007). Promoting self-advocacy among minority students in school counseling. Journal of Counseling & Development, 85, 269-276.
Balcazar, F., Fawcett, S., and Seekins T. (1991). Teaching people with disabilities to recruit help to attain personal goals. Rehabilitation Psychology, 36(1), 31-41.
Belch, H. (2004). Retention and Students with Disabilities. Journal of College Student Retention, 6(1), 3-22.
Carey, K. (2004). A matter of degrees: Improving graduation rates in four-year colleges and universities. Retrieved on October 2, 2009 from The Education Trust website: http://www.edtrust.org
.
Engle , J. & Tinto, V. (2008). Moving beyond access: College success for low-income, first- generation students. Washington, DC: The Pell Institute for the Study of Opportunity in Higher Education.
Evans, N., Forney, D., Guido-DiBrito, F. (1998). Student development in college: Theory, research, and practice. San Francisco, CA: Jossey-Bass Publishers Lancaster, P., Schumaker, J., & Deshler, D. (2002). The development and validation of an interactive hypermedia program for teaching a self-advocacy strategy to students with disabilities. Learning Disability Quarterly, 25, 277-302.
R
EFERENCES .
Lotkowski, V., Robbins, S., & Noeth, R. (2004). The role of academic and non-academic factors in improving college retention: ACT policy report, Iowa City, IA: ACT Inc.
MacDonald, R.B & Bernardo, C. (2005). Reconceptualizing diversiy in higher education: borderlands research program. Journal of Developmental Education, 29 (1), 2 43. On Course, 2001,Source: http://www.oncourseworkshop.com/Data.htm
Pascarella, E., Pierson, C., Wolniak, G., & Terenzini, P. (2004). First students: Additional evidence on college generation college experiences and outcomes. The Journal of Higher Education, 75(3), 249-284.
Sarver, Shaw (2003) Self-Determination: A Key to Success in Postsecondary Education for Students
with learning Disabilities.
Snyder, T.D., Dillow, S.A., & Hoffman, C.M. (2009). Digest of Education Statistics 2008(NCES 2009-020). National Center for Education Statistics, Institute of Education Sciences, U.S. Department of Education. Washington, DC.
Test, D., Fowler, C., Brewer, D., Wood, W. (2005). A content and methodological review of self-advocacy studies.
Exceptional Children, 72
(1), 101-125. Field,
R
EFERENCES
Tinto, V. (1993). Leaving college:
Rethinking the cause and cures of student attrition.
Chicago: University of Chicago.
Wehmeyer, M. (1999). A functional model of self-determination: Describing development and implementing instruction.
Focus on Autism and Other Developmental Disabilities, 14
(1), 53-61.
Wehmeyer, M., Bersani Jr., H., & Gagne, R. (2000) Riding the third determination and self-advocacy in the 21 st century. wave: Self-
Focus on Autism and Other Developmental Disabilities, 15
(2), 106-115.