Poster Session

ACCESS: Improving Persistence and Academic Success

The ACCESS Project is a federally funded grant project in its sixth year of implementation at Colorado State University. ACCESS focuses on improving access to, and success in higher education for diverse student populations.Although access to higher education is improving, persistence and retention among first-year undergraduates remain a serious problem for students at two and four year institutions of higher education. Research studies point to a variety of intertwining factors associated with improving the campus experience for students; and, in turn, alleviating attrition rates. Among factors of noted emphasis are: improving teaching practices to better support the varying needs of diverse student populations; and, self-advocacy as a key predictor of success among college students with disabilities (Lock, & Layton, 2001; Brinkerhoff, 1993; Vogel & Adelman, 2001). In regard to the latter, literature supports the assertion that students lack the self-knowledge and skills required to advocate for their learning needs within the system of higher education; thus, elucidating the need for students to have opportunities for learning how to become good self-advocates who are able to successfully navigate their way through higher education and life in general.

In response to these findings, ACCESS focuses on a twofold intervention strategy that involves: 1) inclusive, accessible teaching practices centered on the principles of Universal Design for Learning (UDL); and, 2) self-advocacy as a comprehensive approach to guiding students to take a proactive role in the management of their college experience. This poster session spotlights the latter--the need to provide students with the knowledge, skills and tools to become fully engaged self-directed individuals. Although the project targets students with disabilities, its’ intervention strategies have proven to benefit the student body as a whole.

This session will display: summarized research and literature regarding the nature of the problem that the ACCESS project addresses; an overview of project components; objectives of the self advocacy initiative; the Self-Advocacy Handbook and Mentor Resource Guide;methodology used to implement student learning and practicing ofself-advocacy;the objectives and design of the pre and post self advocacy intervention survey, The Self Assessment Survey; research methodology; and, finally, research outcomes and their implications.

The Self-Advocacy Handbook, developed by ACCESS, offers a web-based tutorial style learning experience and is designed to provide students with the opportunity to gain and practice basic self-advocacy skills. The content of the handbook focuses on the three main components of self advocacy: knowing one’s strengths and challenges (in order to set realistic and meaningful goals), knowing one’s needs and wants (goal setting and identification of needs in relation to one’s goals), and knowing how to get one’s needs and wants met (skills such as time management, problem solving, decision making, identification and use of campus resources, etc.). The Mentor Resource Guide offers user-friendly activities and tools for mentors to assist students in learning and practicing self advocacy. Hard copies of both products will be available for viewing and discussion.

IProject Overview: text and graphics (poster) plus laptop video

A. Project Rationale

  1. Problem being addressed
  2. Background literature and research studies in summary

B. Project Initiatives

1. Universal Design for Learning

2. Self advocacy opportunities for students

IISelf Advocacy Initiative Overview: text and graphics (poster)

  1. Definition of self advocacy (SA)

1.The basics

2.Application of SA: institutions of higher education

IIIProject Objectives: text, chart and graphics (poster)

  1. Defining the need
  2. Development of materials
  3. Piloting
  4. Development of assessment tool, The Self-Assessment Survey
  5. Campus outreach and collaboration
  6. Implementation of the intervention
  7. Data assessment and evaluation
  8. implications for project revision and significance of impact

IVIntervention Methodology: text, graphics, chart (poster)

  1. web based application
  2. infusion into existing programs
  3. training and consultation

VProject Materials: for viewing and discussion

  1. The Self Advocacy Handbook
  2. Mentor Resource Guide
  3. The Self-Assessment Survey

VIProject Findings: text, chart and graphics (poster)

  1. Research methodology
  2. Research results
  3. Validity of
  4. Significance of
  5. Implications of
  6. Follow up questions
  7. Future plans

Cynthia Spang-Tate, MA

Cynthia has been working at the Center for Community Partnerships (CCP) at Colorado State University since 1990, serving in a variety of capacities. She currently serves as a researcher and trainer on the ACCESS team, a grant funded project that focuses on improving access to, and success in higher education for diverse student populations.Cynthia has authored and co-authored several resource and training manuals. She is the primary author of Bridges to Successful Adult Outcomes: Training Guide. She is a co-author ofAn Employment Specialist’s Guide to Supported Employment Services; JOBS: A guide to Supported Employment; and From Here to There…The Self-Advocacy Handbook. Cynthia has presented on a variety of disability related topics at local, state and national conferences. She currently specializes in research and promotion of initiatives that support academic success for diverse student populations. Cynthia holds a Master of Arts degree in Social and Multicultural Foundations of Education from the University of Colorado, Boulder.