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. . . . . .