A Summer Orientation Model “Learning from Experience”

Dr. Marianne Mooney

Center on Education and Work

UW-MadisonFebruary 12, 2001

Acknowledgement

• College Bound program

• Virginia Tech, Radford University, and New River Community College

• Jeananne Dixon, Dr. Jennifer Reilly, and Jane Warner

Program Justification• Increase in postsecondary enrollment

(16%)

• 9% of college freshmen report disability

• Less likely to enroll in postsecondary education within 5 years after HS

• Create bond b/w student and school

• Increase student retention/persistence

Justification (cont.)• Stronger career and academic goal

focus

• Improve academic performance and motivation to study

• Reduce need for developmental courses

• Exceed predicted GPAs

Needs Assessment• “Environmental scan” or “issues scan”

• Systematic approach to identifying/solving problems

• Monitor internal & external environments

• Validate info. used in decision-making

• Identify trends and issues

Needs AssessmentTailor to needs of organization Translate problems into

goals/objectives Identify critical trends for next 5 yearsUse lit reviews, focus groups,

interviews, surveys, community forums, education data, local high school visits, experts

Results of Needs Assessment

Conclusion: Lack of awareness regarding:

transition issues/services in collegeassistive technologythe need for self-advocacyADA documentation requirementseligibility for rehabilitation services

Developing Program Goals and Objectives

• Needs/goals similar across 3 schools

• Avoid duplication of efforts/services

• Identify primary goal or mission

• Learner, task, & resource analysis

• Identify 3-5 program objectives

Developing Program Goals and Objectives

(1) Increase access to college

(2) Increase awareness of AT

(3) Build self-advocacy and college survival skills

(4) Build parents’ advocacy skills and transition information

Planning Steps/Timelines• Set advisory committee to determine:

– program feasibility and usefulness

– program components and content

– responsibilities and deadlines

– internal and external supports

– length of program and needed resources

– time and place

Planning Steps/Timelines• Hire part-time coordinator (50%)

• Plan and develop workshops

• Recruit volunteer presenters

• Recruit student leaders

• Plan registration process and on-campus experience

Planning Steps/Timelines• Develop evaluation process &

materials

• Advertise

• Develop accessible written materials

• Order handbooks/films

• Plan program schedule

• Confirm attendance

Budgeting• Started with idea and then look for $

• Grant $ from variety of stakeholders

• Charged student participants $35-50

• Paid student leaders $250

• Used cost-saving measures

Budgeting/Costs• Staff salary and benefits (student

stipends)

• Travel and per diem for staff and consultants

• Communications (postage, phone calls)

• Printing/duplication

• Computer use

Budgeting/Costs

• Research materials

• Supplies and equipment

• Overhead (facilities, utilities)

• Residence hall & dining rentals

• Advertisement

Effective Cost-saving Measures• borrowed equipment, people, materials

• sought “in-kind” contributions

• reduced program scope/length

• used available volunteers

• used local specialists

Effective Cost-saving Measures• used inexpensive data collection

procedures

• used public media to advertise

• used services when rates were cheapest

• “piggybacked” on another program

• charged participants

• charged for credit hours

Developing Student Activities• Assistive Technology workshop

• College Life workshop

• Leadership/Self-advocacy workshop

• Leadership/team-building exercises Residence Hall experience

• College Prep workshop

• Who Are You workshop

• Faculty Panel discussion

Developing Parent Activities• A Chat with the Dean• ADA vs. IDEA• Cutting the Cord• Financial Aid and DRS• Student Forum• Assistive Technology workshop• Faculty Panel discussion

Recruiting/Training Staff

• 15 volunteer professional staff

• 7 student small group leaders

• trained student leaders in disability and college life issues

• daylong training program with 20 minute mini-sessions

Recruiting Participants• one mailing of registration brochures

• flyers distributed at conferences

• limited TV and newspaper coverage

• extensive contact with HS special education teachers

• UNITE listserv

• word of mouth

Developing Organizational Support

• collaborative efforts in place

• “buy-in”critical

• know your audience

• invite faculty/administrators to attend

• share evaluation results

Program Evaluation/Dissemination

• Formative evaluation during the program

– useful in improving program

• Summative evaluation at program end

– judges programs merit or worth

• Follow-up evaluation

– how are students doing?

Why Evaluate & Disseminate?• to demonstrate accountability

• to educate

• to explore and investigate

• to promote understanding

• to promote public relations

• to document

• to gain support

What I Would Do Differently• Change program date

• Develop guidelines for volunteer presenters

• Increase time for “hands-on” with AT

• Assist volunteers in creating accessible materials

What I Would Do Differently

• Develop stronger training program & materials for student leaders

• Provide follow-up mentor program

• Improve advertising efforts

• Recruit only student leaders with disabilities

Biggest Surprises

• the time it took to organize

• the small numbers of students

• the excitement level of parents

• the high numbers of volunteers

• how much fun they had

Biggest Problems• student attendance

• all-night residence hall monitor

• timeliness of sign-up

• time for follow-up

• ongoing funding

• mailing’s response rate

• charging student fee

?

A Summer Orientation Model

Questions. . . . . .