Connecting Faculty with Students with Disabilities:Final Results from a DOE Grant

Ball State University’s Faculty Mentorship

ProgramThe Faculty Mentorship Program has served more than 200 students with disabilities in its seven years of existence. Approximately 50 faculty members from 35 academic departments volunteer to mentor SWDs. The Faculty Mentorship Program is partially funded by a grant from the U.S. Department of Education, Office of Postsecondary Education. The full grant is entitled, “Ensuring a Quality Education for Indiana’s Students with Disabilities” (Project # P333A080021).

Faculty Engagement is

VitalThe transition to college can be especially difficult for students with disabilities. Many students with disabilities come to college less prepared for the rigors of college (Madaus, 2005). Often, students with disabilities are “over-accommodated” in high school (Smith, English, & Vasek, 2002).

Research has indicated that students who interact with faculty members get better grades, are more satisfied with their education, and are more likely to stay in school (National Survey of Student Engagement, 2006). Establishing a bond early in the student’s freshman year gives the student a sense of belonging to the university community and a better understanding of the academic expectations of the university (Light, R. 2001; Noel, L. & others, 1986; Webb, E. 1987).

Difficult Transition for SWDs

The Role of the Faculty Mentor

New SWDs are connected with a faculty member in the student’s major or area of interest. The mentor and student meet on a regular basis. The mentor:

Provides tips on how to interact with professors

Serves as a friend to help with transition questions

Acts as a resource person to help investigate the major and related career options

Results of FMP Participation

Higher GPAs

More credit hours earned

Greater use of campus resources

Higher retention rates

Educational Development for Faculty and Staff

Local and national experts help campus educators understand best practices and current research in teaching students with disabilities. Provide tips on teaching

students with different disability types

Introduce and give examples on how to include universal design in the classroom

How to mentor SWDs

Results Increased comfort levels of

working with SWDs Better informed faculty and

staff Higher success rates for

SWDs in classes taught by mentors

Benefits of Attempting a Faculty Mentorship Program Mentoring is important for all

students, especially SWD Fosters collaboration across

units Greater awareness in

departments about disability services

Roger Wessel, Professor of Higher Education, rwessel@bsu.edu

Jacqueline Harris, Coordinator for Study Strategies and Writing, The Learning Center, jroberts@bsu.edu

Larry Markle, Director of Disability Services, lmarkle@bsu.edu

Taiping Ho, Professor of Criminal Justice & Criminology ,taipingho@bsu.edu