TRANSITIONS AND PRACTICING WHAT YOU PREACH A CASE

TRANSITIONS, AND PRACTICING WHAT YOU PREACH: A CASE STUDY ON HOW AN ORIENTATION PROGRAM MODELS UDL Presented by: Van Credle Assistive Technology Specialist The Catholic University of America

Between Traditional and Comprehensive Support Services Accommodatio ns Advocacy At-risk • Offer extended services working with academic support offices • No fee based services • Students are the main actors in obtaining accommodations • Active outreach and reminders about accessing services • At-risk students are not mandated to participate in academic support • Active follow-up and outreach to highlighted students

Program History Smart Start debuted in 2008 Almost 100 students have passed through the program Created to facilitate transition from high school IEPs to university self-advocacy for accommodations Smart Start students have shown a higher retention rate than similar students who did not participate

Student Population • Over 200 registered students with disabilities • 90% of students registered with ADD/LD disabilities • 40+ freshmen with ADD/LD disabilities • More than half registered and attended Smart Start

University Philosophy The Catholic University of America is committed to being a comprehensive Catholic and American institution of higher learning, faithful to the teachings of Jesus Christ as handed on by the Church. Dedicated to advancing the dialogue between faith and reason, The Catholic University of America seeks to discover and impart the truth through excellence in teaching and research, all in service to the Church, the nation and the world.

The Original Smart Start Self Advocacy Student Rights Student Resources

The Redesign: Make it Work Decompose content to smaller learning modules Multimedia for multiple learning styles Engage through interaction activities Increase feedback and response Pair/Small Group/Large Group Exercises Pre/Postassessments

Before: Rights & Responsibilities

After: Rights & Responsibilities

Before: Accommodations Process

After: Accommodations Process

Before: Assistive Technology Workshop

After: Assistive Technology Workshop

Upgrading Students with Technology • Introduced students to on-campus technology • Students used Smartpens to record Technology training • Collected feedback using Turning. Point clickers • Demonstrated of alternative formats and related software • Promoted AT training and future

Clicker Feedback

Using Smartpens

Pulling Staff into the Process

Encouraging Faculty: Practicing what we Preach

Student Feedback “Smart Start was better than I expected! The program was very useful and I look forward to using it. ” “Well laid out program. Cool advisors!” Two-thirds of respondents said Smart Start exceeded their expectations 90% of respondents said they learned more about their own learning style

The Follow Up

How Does This Make a Difference for DSS? Students know staff and interact more with the office Staff know the students and facilitate peer relationships Students know accommodations available and processes Students lead the conversation with faculty and staff

Room for Improvement • Provide more introduction to technology materials • Incorporate a simultaneous “Universal Design for Learning Faculty Workshop” • Extend orientation program two days

To Accessibility and Onwards! Contact Van Credle The Catholic University of America credle@cua. edu dss. cua. edu