1. Increased Academic Success Motivation Commitment College Prep Skills Academic Vision (Goals) Life Skills Academic Support Student Engagement Content Relevancy ACCESS targets key factors that impact retention… 2,4,5 ACCESS addresses the issue of low retention rates among institutions of higher education and aims to improve academic persistence among increasingly diverse student populations. Studies indicate that self-advocacy is a key predictor of student success. Effective self-advocates (self-responsible learners) tend to experience greater academic satisfaction, higher grades, and have an increased level of ability to succeed in college and in life. 1,3,4,5 A campus environment of receptivity and support toward the development and strengthening of student self-advocacy leads to improved student satisfaction and success. 5,6 1.Field, Sarver, Shaw (2003) Self-Determination: A Key to Success in Postsecondary Education for Students with Learning Disabilities. 2.Habley, McClanahan (2004) What Works in Student Retention? All Survey Colleges, ACT 2004 Survey Findings 3.Lock, R. H. and C. A. Layton (2001). Succeeding in Postsecondary Education through Self-Advocacy. TEACHING Exceptional Children 34: 66-71. 4.Lotkowski, Robbins, Noeth (2004) The Role of Academic and Non-academic Factors in Improving College Retention. ACT Policy Report. 5.Retention Working Group, Colorado State University (2006) A PLAN FOR EXCELLENCE: Enhancing Undergraduate Education and Student Success. 6.Tinto, V. (1993). Leaving College: Rethinking the cause and cures of student attrition. Chicago: University of Chicago. = Student factors (Self-Advocacy initiative) = Institutional factors (UDL initiative) 6-year Graduation Rate, 2007: CSU/Peer Comparison (Public Colleges >15,000) Source: 2009 The Education Trust, College Results Online Source: U.S. Department of Education, National Center for Education Statistics, 1990 beginning Postsecondary Students Longitudinal Study, Second Follow-up (BPS:90/94), Data Analysis System. Percentage of 1989–90 beginning postsecondary students according to their persistence status in 1994 64% 53% Why Self-Advocacy? Total persisted = attained credential or enrolled in 1994 = African American, Hispanic, Native American

2. What is it? Data Gathering: student/instructor pre/post survey Data Analysis Revision Recommendations Online (modules) Professional development CASA: Key Plus Learning Community (sophomore students) How Does it Work? ACCESS: improving persistence and academic success Universal Design for Learning Information and concepts are represented in multiple ways and in a variety of formats. Students are given multiple ways to express their comprehension and mastery of a topic. Students engage with new ideas and information in multiple ways Self- Advocacy Know yourself (self-appraisal skills) Know what you need and want (set goals and identify related needs for achievement of goals) Know how to get what you need and want (ability to use strategies and skills for self-efficacy; e.g. time management, problem-solving, communication, critical thinking, etc.)

3. Long-term Goals Embedding self-advocacy guidelines within the intake and support processes of student service offices. Increased faculty education and awareness about incorporating the philosophy of self-advocacy into teaching practices and instructor/student interaction. Increased student self-advocacy skills training. Short-term Goals Analysis and revision of survey (intervention measurement) tool. Focus group for further intervention and survey analysis. Target a larger pool of students to participate in the intervention. Measure the intervention compared to a control group. Current Achievements Self-advocacy handbook developed (for on-line use). Preliminary survey (intervention measurement tool) developed. Partnered with Learning Community and implemented SA intervention. Developed initial partnerships with student advocacy offices. Pre-Survey: lowest scoring survey responses, Fall 2009 (categories of greatest need) 1)I have effective test taking skills. 2) I have an understanding of strategies that assist me in overcoming my challenges. 3) When I feel stressed, I know how to manage my stress in healthy ways. 4) I know how to recognize potential barriers to my success. 5) I have strong study skills that help me succeed. Post-Survey: categories of greatest positive change Fall 2009 Q1. I am aware of my values. Q5. I have an understanding of strategies that assist me in overcoming my challenges. Q15. I meet deadlines The self-advocacy initiative of the ACCESS project is currently in its development phase. What are the Outcomes and Future Plans for the ACCESS self-advocacy initiative? The ACCESS project at Colorado State University, Department of Occupational Therapy is made possible through funding from the Office of Postsecondary Education, grant #P333A080026.