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Implementing a Faculty Mentorship Program for
Students with Disabilities
Jacqueline HarrisLarry MarkleTaiping Ho
Ball State University
The Need for the FMP, Part 1 Research has indicated that students who
interact with faculty members: Get better grades Are more satisfied with their education Are more likely to be retained
Students who come to college less prepared benefit more from faculty engagement
Source - National Survey of Student Engagement 2006 report, Engaged Learning: Fostering Success of All Students
The Need for the FMP, Part 2
Difficult transition to college for SWDs Legal differences Philosophical differences Differences in services provided Greater expectations of students in
college Authority of teacher/faculty member is
different
Relevant Legislation
Individuals with Disabilities Improvement Act (2004 Reauthorization of IDEA)
Section 504 of the Rehabilitation Act of 1973
Americans with Disabilities Act (ADA)
Otherwise Qualified
IDEA= Entitlement •Student has a right to a free and appropriate public education
•Emphasis on success (modify standards)
ADA= Eligibility•Attending college is a privilege. Students must be eligible
•Emphasis on equal access (standards are not modified)
Differences in Responsibility
ISSUE SECONDARYSection 504/IDEA
POSTSECONDARYSection 504/ADA
Identification School Student
Assessment School Student
Programming School/Parent Student/College
Advocacy School/Parent Student
Decision Making Placement Team Student
Transition Planning
Placement Team StudentSource: Brinckerhoff, L.B., Shaw, S.F., & McGuire, JM
Important Distinctions Between Disability Services in K-12 & Higher Education IEPs & 504 plans do not carry over to
college Colleges establish eligibility of services
based on documentation of substantial limitation of one or more major life activities
If more documentation is needed at the college level, it is the student’s responsibility to provide it and pay for it
Goals of the FMP SWDs participating in the FMP will:
earn higher Grade Point Averages (GPA) have a higher retention rate towards graduation have an enhanced level of independence and
self-advocacy skills Faculty participating in the FMP will have:
higher awareness about academic needs of SWDs
greater knowledge about services and resources available on campus for SWDs
Objectives of the FMP The faculty mentors will assist students in
understanding and meeting the academic challenges and expectations of college students.
The faculty mentors will provide expertise in connecting the departmental major to future occupational goals.
The faculty mentors will inform students about requirements of the students majoring in the faculty mentor’s department, as well as student clubs, organizations, and internships available to students with that major.
The faculty mentors will personalize the Ball State experience for students with disabilities.
Objectives of the FMP, cont’d The students will actively communicate with the
faculty mentor and discuss academic challenges and concerns the students may have.
The FMP will provide a forum between faculty, students, and other relevant stakeholders to discuss issues involving students with disabilities on campus.
Faculty members will gain an enhanced understanding of the challenges that students with disabilities encounter.
The FMP will enhance cooperation and coordination between Student Affairs and Academic Affairs, including units such as the Office of Disabled Student Development, the Learning Center, Academic Advising, the Counseling Center, faculty members, and supporting staff.
What is a Mentor? Dictionary definition: “A wise and
trusted teacher or counselor.” (American Heritage Dictionary, 3/E)
Role model, advocate, sponsor, guide, listener, coach, challenger, counselor, visionary, friend(The Roles and Phases of Mentorship, Michael Galbraith & Patricia Maslin-Ostrowski)
Distinctions Between Freshman/Faculty Advisor & Mentor
Faculty AdvisorsFreshman AdvisorsFaculty Mentors
Role of Freshman Advisor
Provide leadership in the Freshman Learning Communities
Plan class schedules Suggest resources Respond to Deficiency Reports
Role of Faculty Advisor
Provide guidance toward graduation
Act as a resource person within the department
Give information about internships and practicums
Role of Faculty Mentor Provide tips on how to interact with
professors (regarding college in general and disability issues in particular)
Serve as a friend to help with transition questions
Act as a resource person within the department to investigate the major and related career options
Provide study tips for that major/department
Process for Implementing the FMP – Student Recruitment
Soliciting student involvement Brochure explaining FMP sent to all incoming
SWDs who disclosed to DSD Response card sent with brochure – interested
students signed the response card & returned it to DSD (38 students signed up last year, 37 so far this year)
Promote FMP at new student meetings When mentors were assigned, students were
sent letters giving names/contact info of mentors
Process for Implementing the FMP – Faculty Recruitment
FMP coordinators sought out faculty members in each of the seven colleges & multiple departments within each college.
41 faculty members from 31 departments volunteered to participate.
Faculty members attended training sessions explaining purpose of FMP & specific challenges SWDs face.
Mentors were assigned a student and asked to contact the student. The goal was to match each student with a mentor in the student’s major or area of interest.
FMP Activities FMP creators have weekly meetings to
coordinate the program and to plan events Emails sent to students
Suggesting questions/talking points for meetings with mentors
Reminding students of services available on campus
End of semester survey of students & mentors
FMP Activities Regular lunch meetings with mentors
Discuss the program and solicit feedback
Guest speakers discuss campus services & their assistance for SWDs
Connect different academic disciplines & assist other mentors with concerns students have outside of mentor’s area of expertise
Internal grant $ received to help with costs of programming
First-Year Results
Data on SWDs who chose to participate & SWDs who chose not to were compared at the end of academic year. Participants had:• Higher average GPAs (.3 higher)• More credit hours earned (25.7/24.7)• Higher retention rate (86%/78%)• More extensive use of campus resources
including DSD & the Learning Center
Fall 2007 Results
36 students in program All 36 returned for spring semester 2.7 gpa for participants (2.27 for
students who chose not to join) Average credit hours earned – 13.32
(10.93 for non-participants) Much greater use of DSD & LC
services
Student Feedback
“It felt great to know I had someone to go to for help.”
“My mentor has taken me on a tour and has helped me develop a network of contacts on campus.”
“A person I can talk to who knows the way through college.”
Benefits of Attempting FMP Mentoring is important for all
students, especially SWDs Fosters collaboration across units Awareness in departments about
services offered – mentor becomes “go to” person in that department
Gets word out about resources available on campus
References
American Heritage Dictionary of the English Language, Third Edition (1992). Houghton Mifflin. Boston: MA
Galbraith, M. & Maslin-Ostrowski, P. (2000). The Roles and Phases of Mentorship. In J. Bess & Associates, Teaching Alone, Teaching Together. Jossey Bass. San Francisco: CA. 145-148.
Hadley, W. (2006) L.D. Students’ Access to Higher Education: Self-Advocacy and Support. Journal of Developmental Education 30 (2), 10-16.
Light, R. (2001). Making the Most of College. Harvard University Press. Cambridge: MA. 81-103.
National Survey of Student Engagement (2006). Engaged Learning: Fostering Success of All Students.
Retrieved March 29, 2007, from www.nsse.iub.edu.
Contact Information Dr. Taiping Ho, Professor of Criminal
Justice & Criminology – [email protected]
Dr. Jacqueline Harris, Coordinator for Study Strategies and Writing, The Learning Center – [email protected]
Larry Markle, Director of Disability Services – [email protected]
DSD Website – www.bsu.edu/dsd