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Ana Blackstad, Dean of Student Success

Sara Gardner, Autism Spectrum Navigators Program Director

Steve Miller, Bellevue College Trustee

Largest community college in WA state

3rd largest educational institution in WA state

� An open access, 2- and 4-

year degree granting

institution

� 33,000+ annual student

enrollment

� 55% academic transfer;

45% professional

technical

� Average age: 30� Students with disabilities:

approx. 1200

� Community College’s mission to serve the community

� Bellevue College’s Board involvement in the

establishment and support of the program

� Supporting initiatives from staff

• Great staff leadership in providing effective pathways

for diverse student populations

Your Questions:

� About Autism or Autistic Students

� Peer Mentoring

� Cohorts

� Other?

Autism is considered a spectrum disorder in which the individual exhibits severe and pervasive

impairments in communication, social interaction, and/or presence of stereotyped

behavior, interests, or activities.Diagnostic and Statistical Manual, 4th Ed, TR (DSM-IV-TR; 2000)

Highly

Impacted

High

Functioning

A different way of experiencing and

understanding; a different “culture”

(Social Model of Disability)

See: http://asdculture.wikispaces.com/

Many

access

needs

Appears to

have few

access needs

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The concept of diversity encompasses acceptance and

respect. It means understanding that each individual is

unique, and recognizing our individual differences. It is

the exploration of these differences in a safe, positive,

and nurturing environment. It is about understanding

each other and moving beyond simple tolerance to

embracing and celebrating the rich dimensions of

diversity contained within each individual.

http://www.disabled-world.com/disability/diversity.php

� Autism is a genetic, neurological condition that persists throughout one’s lifetime. May be diagnosed in childhood or as an adult.

� Many different diagnostic labels fall under the ASD umbrella, including Asperger’s, Autism, and PDD-NOS.

� Differences in conversational language styles, different interpretations of cultural social cues, including non-verbal cues

� A strong visual memory, which makes it important to put changes to the syllabus, or test dates, as well as other directions, in WRITING

� Sensory and auditory processing differences which make processing the spoken word difficult or impossible in certain environments, particularly those with background noise, or many conversations at once

� A need to use assistive technology for neurological hand-writing difficulties

Our mission is to provide access services for autistic students that lead to successful academic

outcomes while providing educational opportunities that increase self-knowledge in the areas of executive functioning, self-regulation,

social interaction, self-advocacy, and to actively promote a campus-

wide environment of inclusion and

understanding of students, faculty and

staff with neurological differences.

Demographics Academic Path

� Ages ranging from 16 through mid-40s

� All ethnicities

� All income levels

� All have medical documentation of ASD or related disability

� From pre-college level English and Math through advanced Math & English classes

� Exploring, Certificates, Professional/Technical AA Degrees, Transfer AA Degrees and Baccalaureate Degrees

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Research Shows

� Youths with autism spectrum disorders (ages 19-

23) are less likely than those with other

disabilities to be employed or enrolled in college

� Students with disabilities lack adequate self-

advocacy skills needed for success in the

postsecondary education setting

� Employment rate rises with family income rates

Our Experiences

� Without additional access services, college students with ASDs complete fewer classes, and drop out of college at a higher rate

� College students with ASDs typically do not seek out campus services or additional support from instructors

� Even with an extraordinarily low cost program, some families cannot access it for financial reasons

What Parents Want

� Campus awareness about Autism

� Support for:

�Communicating with peers

�Mentoring

�Orientation & Transitioning

�Trained Specialists

�Parental Involvement

What Autistic Students Want

� Connection with other students with ASDs

� Advocacy with instructors

� Instructors who are educated about ASDs

� Clearly organized assignments and syllabi

� Clear communication

� Organizational support

Before the pilot – what we observed

Pilot Year Pilot Year Pilot Year Pilot Year 2010201020102010----2011201120112011(26 students)

Services Services Services Services Group Group Group Group (13 students)100% retention

Maintained a 3.0 GPA for three quarters

Passed 85% of attempted classes with a C- or better

Comparison Comparison Comparison Comparison Group Group Group Group (13 students)61% retention

GPA dropped each quarter: 2.52; 2.44; 2.10

Passed 67% of attempted classes with a C- or better

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2011201120112011----2012 2012 2012 2012 (18 students)

94% retention

3.04 GPA

Passed 87% of attempted classes with a C- or better

2012 2012 2012 2012 ----2013 2013 2013 2013 (46 students)

96% retention

3.26 GPA

Passed 86% of attempted classes with a C- or better

2013 2013 2013 2013 ----2014201420142014 (70 students)

95% retention

3.16 GPA

Passed 84% of attempted classes with a C- or better

2014201420142014----2015201520152015 (88 students)

89% retention

3.09 GPA

Passed 89% of attempted classes with a C- or better

I feel like I can finally gain back what I lost. I can finally feel

that desire again, that passion of a goal that was not set by a

teacher, nor by a therapist or my parents, but by me and me

alone. What is more is that I feel like I can reach that goal,

as though it is right in front of me, waiting.

Conceptual Framework:

1. Social Justice & Diversity Core

2. Strengths-Based

3. Universal Design

4. Collaborative Problem SolvingTM

Adding: Positive Psychology

Research Shows

� Strengths-Based approach builds resiliency & improves

learning

� Social Justice/ Diversity – we seek to serve our

Institution’s Affirmation of Inclusion

� Universal Design is an educational Best Practice that

results in motivated, goal-directed, knowledgeable

learners; for all kinds of learners

� Collaborative Problem SolvingTM is research-based to

increase flexibility, improve frustration tolerance, and

build problem-solving skills

Program Areas of Focus:

1. Self-Advocacy

2. Executive Functioning

3. Self Regulation

4. Social Interaction

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Research Shows

� Employers want employees who:�Are innovative (95%)

�Can think critically, solve complex problems,

communicate clearly (93%)

�Have the ability to work collaboratively

�Demonstrate adaptability

�Analytic thinking

�Communication skills

�Creative problem-solving

Four components:

1. Instruction - Cohort Career Prep

2. Peer Mentoring

3. Parent Training & Support

4. Faculty/Staff Training & Support

ASN students take a series of 2- or 3-credit (usually

stackable elective) classes each quarter as a cohort, in addition to classes for their chosen degree path.

First First First First Year Year Year Year Skills for Navigating College & Career (EF, SA, SI, SR)

Executive Functioning in the Workplace

Career Exploration

Second Second Second Second Year Year Year Year Third Third Third Third Year Year Year Year Self-Advocacy Interpersonal Communications

Stress Management Tech Writing & Soft Skills for Bus.

Occupational Wellness Internship

Video: Video: Video: Video: Using Canvas to connectUsing Canvas to connectUsing Canvas to connectUsing Canvas to connect

� Structured around student-identified needs –Collaborative Problem Solving

� Student initiated check-ins with faculty

� Standardized format ensures:�skills acquisition�academic progress monitoring�program compliance�ease of record keeping

�Marco-Polo Check-In� weekly agreed-upon objective

Peer Mentors are often co-enrolled in an academic Internship.

Through training we received prior to the start of the program, we

were able to role-play and prepare for certain situations, such as

boundary issues. We were also trained in Collaborative Problem

Solving, which is a method that I now employ in my personal life,

and is a skill that I will carry with me through graduate school and

my subsequent career.

� Increase communication and interpersonal skills

� Develop problem solving abilities

� Gain valuable job experience and enhance resume

for career and further educational goals

� Serve a diverse population, increasing cultural

competency

� Sense of fulfilment and personal satisfaction

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� 6-9 internship/practicum credits

� Professional development

◦ Help with resume, LinkedIn profile, applications for

graduate school

� Work on a yearlong project to benefit the program

Parents need:

� Reassurance that their student is in good hands

� Training for how to best support their student

� Networking with other parents

� Focus on Interdependence, Collaborative Problem

Solving, Learned Optimism and Self-Efficacy

I could go on for hours about how difficult

high school was, but instead, I’ll focus on

the positive. Our son is both enjoying and

doing well in school for the first time.

He is learning to be an independent

student and to take control of his

education. He wasn’t sure about joining

the program, but tells me how much he

has benefited from it.

�Regular Faculty training

�Individual communication as needed

�Faculty section on program website

�Consultation with program leads

Students of Color First Generation Students

Referred Students Low-Income Students

Veteran Students Students with other disabilities

There are three major sources of student departure from

higher education:

• academic difficulties

• the inability to resolve educational and occupational goals

• failure to become or remain incorporated in the

intellectual and social life of the institution

-Tinto, 1993

• Students of color represent 6 – 8% of all students enrolled

in higher education, yet they constitute nearly 60% of the

total enrollment in community colleges.

• Attrition rates for students of color in two-year colleges is

at about 60% and in some instances as high as 80%.

• Even when controlling for background, ability, high school

record, and aspirations, students at community colleges

are 10 – 18% more likely to drop out of college sometime

during the first two years than students at four-year

colleges with similar backgrounds.

-American Association of Community Colleges

Peer Mentoring positively influences career choice, perseverance in

following educational goals, and achievement in higher education.

Budge, 2006

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Individualized experience is an overarching theme.

1. Faculty & Staff professional development regarding needs

of diverse populations.

2. Recruitment and retention of diverse faculty & staff,

including bilingual.

3. Peer mentoring.

4. Connection to cohort, and to larger student body.

5. Support through registration and advising process.

6. Parental / family involvement: workshops, materials,

website, accessibility

7. Early career pathway exposure, sufficient, possibly

mandatory.Student Populations Obstacles & Solutions

� If there were no obstacles, what student populations would benefit from a peer mentor model of support?

� What obstacles can you identify?

� What solutions do you imagine?

� A packaged program?

� Consultation?

� Training?

� Your thoughts?

Community Colleges: Choosing Change: http://www.changemag.org/Archives/Back%20Issues/2013/July-August%202013/community-full.html

Understanding and Coping with Cross Cultural Adjustment Stress. Gary R. Weaver, 1986

Peer Mentoring in Post-Secondary Education: Implications for Research and Practice; Journal of College Reading and Learning, 37 (1), Fall 2006, Stephanie Budge

It Takes More Than a Major: Employer Priorities for College Learning and Student Success: Overview and Key Findings (Association of American Colleges & Universities – 2013) https://www.aacu.org/leap/presidentstrust/compact/2013SurveySummary

What Do Employers Want?

https://www.insidehighered.com/blogs/stratedgy/what-do-employers-want

Postsecondary Education and Employment Among Youth With an Autism Spectrum Disorder: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3362908/

Collaborative Efforts to Improve Access to Postsecondary Education for Students with Disabilities:Report to the Legislature Pursuant to Substitute Senate Bill 5180 (Washington Student Achievement Council)

Building Resiliency and Reducing Risk: What Youth need from Families and Communities to Succeed.Bogenschneider, K. & Olson, J. (Eds.) (1998)

Increasing the Number of African American PhDs in the Sciences and Engineering: A Strengths Based ApproachKenneth I. Maton and Freeman A. Hrabowski III, University of Maryland, Baltimore County

Postsecondary Educational Aspirations of High-Functioning Adolescents With Autism Spectrum Disorders and Their Parents:

http://moodle.capilanou.ca/pluginfile.php/197425/mod_resource/content/1/Post-Secondary%20Aspirations%20of%20High-Functioning%20.pdf

White House Report: Increasing College Opportunity for Low-Income Students: Promising Models and a Call to Actionhttps://www.whitehouse.gov/the-press-office/2014/01/16/fact-sheet-president-and-first-lady-s-call-action-college-opportunity

The Art of Student Retention: A Handbook for Practitioners and Administratorswww.educationalpolicy.org

Reexamining the Community College Missionhttp://www.aacc.nche.edu/Resources/aaccprograms/pastprojects/Pages/reexaminingccmission.aspx

Autism Spectrum Navigators at Bellevue Collegehttp://www.bellevuecollege.edu/autismspectrumnavigators/

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Ana Blackstad, Student Affairsana.blackstad@bellevuecollege.edu425.564.2630

Sara Gardner, Autism Spectrum Navigatorssara.gardner@bellevuecollege.edu

425.564.2172