TECHNOLOGY, TRANSITIONS, AND PRACTICING WHAT YOU PREACH: A CASE STUDY ON HOW AN ORIENTATION PROGRAM MODELS UDL

Presented by: Van CredleAssistive Technology SpecialistThe Catholic University of America

Between Traditional and Comprehensive Support Services

Accommodations

• Offer extended services working with academic support offices

• No fee based services

Advocacy• Students are the main actors in

obtaining accommodations• Active outreach and reminders about

accessing services

At-risk• 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 PhilosophyThe 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/Post-assessments

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 TurningPoint clickers

• Demonstrated of alternative formats and related software

• Promoted AT training and future workshops

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 expectations90% 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!

ContactVan Credle

The Catholic University of Americacredle@cua.edu

dss.cua.edu