Implementing a Faculty Mentorship Program for

Students with Disabilities

Jacqueline HarrisLarry MarkleTaiping Ho

Ball State University

The Need for the FMP, Part 1 Research has indicated that students who

interact with faculty members: Get better grades Are more satisfied with their education Are more likely to be retained

Students who come to college less prepared benefit more from faculty engagement

Source - National Survey of Student Engagement 2006 report, Engaged Learning: Fostering Success of All Students

The Need for the FMP, Part 2

Difficult transition to college for SWDs Legal differences Philosophical differences Differences in services provided Greater expectations of students in

college Authority of teacher/faculty member is

different

Relevant Legislation

Individuals with Disabilities Improvement Act (2004 Reauthorization of IDEA)

Section 504 of the Rehabilitation Act of 1973

Americans with Disabilities Act (ADA)

Otherwise Qualified

IDEA= Entitlement •Student has a right to a free and appropriate public education

•Emphasis on success (modify standards)

ADA= Eligibility•Attending college is a privilege. Students must be eligible

•Emphasis on equal access (standards are not modified)

Differences in Responsibility

ISSUE SECONDARYSection 504/IDEA

POSTSECONDARYSection 504/ADA

Identification School Student

Assessment School Student

Programming School/Parent Student/College

Advocacy School/Parent Student

Decision Making Placement Team Student

Transition Planning

Placement Team StudentSource: Brinckerhoff, L.B., Shaw, S.F., & McGuire, JM

Important Distinctions Between Disability Services in K-12 & Higher Education IEPs & 504 plans do not carry over to

college Colleges establish eligibility of services

based on documentation of substantial limitation of one or more major life activities

If more documentation is needed at the college level, it is the student’s responsibility to provide it and pay for it

Goals of the FMP SWDs participating in the FMP will:

earn higher Grade Point Averages (GPA) have a higher retention rate towards graduation have an enhanced level of independence and

self-advocacy skills Faculty participating in the FMP will have:

higher awareness about academic needs of SWDs

greater knowledge about services and resources available on campus for SWDs

Objectives of the FMP The faculty mentors will assist students in

understanding and meeting the academic challenges and expectations of college students.

The faculty mentors will provide expertise in connecting the departmental major to future occupational goals.

The faculty mentors will inform students about requirements of the students majoring in the faculty mentor’s department, as well as student clubs, organizations, and internships available to students with that major.

The faculty mentors will personalize the Ball State experience for students with disabilities.

Objectives of the FMP, cont’d The students will actively communicate with the

faculty mentor and discuss academic challenges and concerns the students may have.

The FMP will provide a forum between faculty, students, and other relevant stakeholders to discuss issues involving students with disabilities on campus.

Faculty members will gain an enhanced understanding of the challenges that students with disabilities encounter.

The FMP will enhance cooperation and coordination between Student Affairs and Academic Affairs, including units such as the Office of Disabled Student Development, the Learning Center, Academic Advising, the Counseling Center, faculty members, and supporting staff.

What is a Mentor? Dictionary definition: “A wise and

trusted teacher or counselor.” (American Heritage Dictionary, 3/E)

Role model, advocate, sponsor, guide, listener, coach, challenger, counselor, visionary, friend(The Roles and Phases of Mentorship, Michael Galbraith & Patricia Maslin-Ostrowski)

Distinctions Between Freshman/Faculty Advisor & Mentor

Faculty AdvisorsFreshman AdvisorsFaculty Mentors

Role of Freshman Advisor

Provide leadership in the Freshman Learning Communities

Plan class schedules Suggest resources Respond to Deficiency Reports

Role of Faculty Advisor

Provide guidance toward graduation

Act as a resource person within the department

Give information about internships and practicums

Role of Faculty Mentor Provide tips on how to interact with

professors (regarding college in general and disability issues in particular)

Serve as a friend to help with transition questions

Act as a resource person within the department to investigate the major and related career options

Provide study tips for that major/department

Process for Implementing the FMP – Student Recruitment

Soliciting student involvement Brochure explaining FMP sent to all incoming

SWDs who disclosed to DSD Response card sent with brochure – interested

students signed the response card & returned it to DSD (38 students signed up last year, 37 so far this year)

Promote FMP at new student meetings When mentors were assigned, students were

sent letters giving names/contact info of mentors

Process for Implementing the FMP – Faculty Recruitment

FMP coordinators sought out faculty members in each of the seven colleges & multiple departments within each college.

41 faculty members from 31 departments volunteered to participate.

Faculty members attended training sessions explaining purpose of FMP & specific challenges SWDs face.

Mentors were assigned a student and asked to contact the student. The goal was to match each student with a mentor in the student’s major or area of interest.

FMP Activities FMP creators have weekly meetings to

coordinate the program and to plan events Emails sent to students

Suggesting questions/talking points for meetings with mentors

Reminding students of services available on campus

End of semester survey of students & mentors

FMP Activities Regular lunch meetings with mentors

Discuss the program and solicit feedback

Guest speakers discuss campus services & their assistance for SWDs

Connect different academic disciplines & assist other mentors with concerns students have outside of mentor’s area of expertise

Internal grant $ received to help with costs of programming

First-Year Results

Data on SWDs who chose to participate & SWDs who chose not to were compared at the end of academic year. Participants had:• Higher average GPAs (.3 higher)• More credit hours earned (25.7/24.7)• Higher retention rate (86%/78%)• More extensive use of campus resources

including DSD & the Learning Center

Fall 2007 Results

36 students in program All 36 returned for spring semester 2.7 gpa for participants (2.27 for

students who chose not to join) Average credit hours earned – 13.32

(10.93 for non-participants) Much greater use of DSD & LC

services

Student Feedback

“It felt great to know I had someone to go to for help.”

“My mentor has taken me on a tour and has helped me develop a network of contacts on campus.”

“A person I can talk to who knows the way through college.”

Benefits of Attempting FMP Mentoring is important for all

students, especially SWDs Fosters collaboration across units Awareness in departments about

services offered – mentor becomes “go to” person in that department

Gets word out about resources available on campus

References

American Heritage Dictionary of the English Language, Third Edition (1992). Houghton Mifflin. Boston: MA

Galbraith, M. & Maslin-Ostrowski, P. (2000). The Roles and Phases of Mentorship. In J. Bess & Associates, Teaching Alone, Teaching Together. Jossey Bass. San Francisco: CA. 145-148.

Hadley, W. (2006) L.D. Students’ Access to Higher Education: Self-Advocacy and Support. Journal of Developmental Education 30 (2), 10-16.

Light, R. (2001). Making the Most of College. Harvard University Press. Cambridge: MA. 81-103.

National Survey of Student Engagement (2006). Engaged Learning: Fostering Success of All Students.

Retrieved March 29, 2007, from www.nsse.iub.edu.

Contact Information Dr. Taiping Ho, Professor of Criminal

Justice & Criminology – taipingho@bsu.edu

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

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

DSD Website – www.bsu.edu/dsd