Project Owl: Sample Curriculum

Background

In the fall of 1995, a “teachable moment” occurred when the first (self-identified) LD writing fellow was selected: an important “first” which would serve as a catalyst for cooperation and innovation between the Office of Disability Services (ODS) and the WritingCenter at Barnard. ODS Director Susan Quinby, LD Specialist Jo Ellen Gordon (BC ’71), and Writing Center Coordinator Lauren Fitzgerald met to discuss and delineate ways that the two programs could work together to help all students—including those with alternative learning styles and diverse learning disabilities. In the spring of 1996, needs assessments were given to both LD students and writing fellows—with feedback used in the development of awareness workshops offered to interested fellows from 1996-2000. In 1998, a Barnard presentation made at the annual CUNY Conference on Writing Centers received an overwhelming response—leading to a cohesive curriculum unit. In the fall of 2000, the pilot for Project OWL was launched which now includes six workshops and a final feedback session for all participants. Although originally focused on LD/ADD issues, Project OWL is responsive to the needs of students with a variety of disabilities and the basic curriculum can be modified as needed (e.g. session on assistive technology). A Writing Fellows in Residence program (WFIR) designated for ODS students was added in 2006.

Project Owl: Sample Curriculum

Session #1: Truth or Dare: Do you have misconceptions about what constitutes an LD?

• Increase your awareness and understanding of LD by taking our awareness quiz, “What’s Your LS/LD* IQ?” (*learning style/learning disability) For example: Some people have a learning disability… all people have a learning style: True or False? Dr. Howard Gardner’s multiple intelligences framework is addressed.

Session #2: Do you know the way to FAT City?

• Part I of a two-part video facilitated by the charismatic LD specialist Richard Lavoie will enable you to experience the frustration, anxiety, and tension often associated with LD. Using a K-12 audience of educators, parents and students, Lavoie demonstrates how problems in processing and perception can affect learning—and how LD students can be assisted in becoming better academic risk-takers.

Session #3: On the road again…

• Part II of FAT City illustrates the difficulties associated with visual motor coordination problems, the importance of understanding the context of what is read, and the impact of poor oral expression on achievement in both classroom and extracurricular situations. Includes a poignant discussion of the controversial issue of fairness—and what

constitutes a level playing field when

working with LD students.

Session#4: LD—Nightmare on Broadway

• Through role-playing and a discussion of relevant articles, we discuss the emotional and physiological correlates of LD. In addition to exploring the fear of self-identification of an LD to one’s peers, we’ll consider the impact of an LD on insecurity, social awkwardness, problems with self-esteem, obsessive behavior and intimacy. The session will be co-facilitated by Karen Winkler, psychologist and Director of Barnard’s Well-Woman Program.

Session #5: Not Using a Cookbook:

It’s a Good Thing!

• Think of this session as “Brainstorming 101.” Expanding your repertoire of strategies and techniques will help you to work with students experiencing a wide range of difficulties. Successful intervention strategies require an eclectic approach—so come prepared todiscuss proven techniques and generate novel ideas on how to reach students by working via their strengths.

Session #6: Can We Talk?

• What works—and what doesn’t—for LD students who have used the WritingCenter? Find out from the source as current Barnard students with disabilities engage in a frank and lively dialogue on access tips/strategies that work for writers with disabilities and writing fellows who supportthem.

What previous participants have said about Project OWL

“These sessions have helped to de-mystify and de-stigmatize LD.”

“The OWL program was both practical and valuable.”

“Participating in OWL keeps me fresh.”

“Hearing the voices and reviewing the writing samples of students with learning disabilities was a highlight.”

“I wish all fellows could participate in this program.”

“I am now more aware of different learning styles.”

About WFIR Sessions

WFIRs and students with disabilities interact in a collaborative one-to-one exchange. Sessions target writing skills such as

• generating ideas

• narrowing topic and developing themes

• outlining the body of the project

• aligning themes with details and other supportive information.

Sessions are held by appointment or on

a drop-in basis. ODS students may also be assigned a personal WFIR, as needed. Call 212/854-4634 formore information.

Project OWL Advisory Board

Pam Cobrin, Director

WritingCenter

Okie Hrycak, LD Coordinator

Disability Services

Susan Emery Quinby, Director

Disability Services

For more information:

212/854-4634 (voice/TTY)

Project OWL:

Options in Writing

and Learning

a collaboration between the Office of Disability Services and the WritingCenter

at BarnardCollege

Office of Disability Services

BarnardCollege