1. TECHNOLOGY, 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

2. 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

3. 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  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

4. 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 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

5. 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.

6. The Original Smart Start Self Advocacy Student Rights Student Resources

7. 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

8. Before: Rights & Responsibilities

9. After: Rights & Responsibilities

10. Before: Accommodations Process

11. After: Accommodations Process

12. Before: Assistive Technology Workshop

13. After: Assistive Technology Workshop

14. 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

15. Clicker Feedback

16. Using Smartpens

17. Pulling Staff into the Process

18. Encouraging Faculty: Practicing what we Preach

19. 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

20. The Follow Up

21. 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

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

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