Our new non-credit on-line professional development workshop entitled Success from the Start: Preparing Students with Disabilities for their First Semester in College, was offered four times during the next school year: September 8--October 19, 2003; October 27--December 7, 2003; January 26--March 7, 2004; and March 22--May 1, 2004. To view details, activate the following link: non-credit_info.htm.
Now available!
The following products are available from the CEW Publications Unit. You may visit their web site at www.cew.wisc.edu/publications for more information. Please note: They cannot accept phone orders.
Resources for Replication
A variety of resources used for our on-line
distance education course are now available to the general public! This CD-ROM contains a
wealth of information, with over 250 documents. Past students rave about what a useful
resource this is for professionals in the field of disability services. There is a wide
variety of information, with everything from laws and regulations pertaining to people
with disabilities to tips and advice on data collection. There's something for everyone!
To view/download ordering information, go to the following link:CAVECD-ROMflier.pdf.
From Here to There: A Self Assessment of Learning and Self Advocacy
If you are in disability services and want to help
students reflect on their skills, this is the tool for you! This survey evaluates
different strengths/weaknesses, adaptations, and strategies to become an effective
self-advocate and learner. By purchasing this CD, you can add it to your school's web site
and use it for years to come! Definitely an investment that keeps on giving! To
view/download ordering information, go to the following link: FHTTCD-ROMflier.pdf.
To view our on-line version of this
survey, go to www.cew.wisc.edu/surveypractice2
The description that follows applies to the on-line course that we offered during project years one through three. To see the six-week non-credit on-line workshop that we will offer four times during the 2003-2004 school year, go to the following link: non-credit_info.htm.
1. A multi-session distance-education professional development program.Purpose: Train currently-employed professionals to develop, implement, and evaluate the impact of summer college-preparation programs for students with disabilities who have been accepted into their respective post-secondary institutions but not yet begun classes.
Length: Each "train-the-trainer" course was one semester in length. It consisted of seven instructional modules that equate to the requirements of a three-credit graduate course [45 contact hours].
Number of times the course was offered--FIVE: Spring, 2001; Fall, 2001; Spring, 2002; Fall, 2002; and Spring, 2003.
Course Format: This professional development course was delivered via the World Wide Web using seven instructional approaches. The course requires two scheduled synchronous sessions during which all participants are on line during a specific time and date. The remaining portions of the course are delivered asynchronously.
Course Delivery Software: Project staff use WebCT to design and deliver this program. Participants will need only an internet connection and a web browser such as Netscape or Internet Explorer to access their WebCT course materials. WebCT (World Wide Web Course Tools) has been chosen by the University of Wisconsin as its primary web-based course delivery software. WebCT facilitates the creation of professional web-based educational environments. Its 27 instructional tools allow educators with limited time, resources, or technical expertise to create a full array of on-line course content. WebCT is platform-independent. Examples of WebCT's robust features include a bulletin board, chat room, student progress tracking, student presentations, student self-evaluation, grade maintenance and distribution, password protection, navigation tools, graded quizzes, electronic mail, and course content searches.
Incentives for Currently Employed Professionals to Enroll in This Course:
Participants learned approaches designed to improve the access, performance, and retention of students with disabilities in post-secondary environments.
Participants who complete course requirements are eligible to receive extended technical assistance as they establish and implement their own summer college preparation course for students with disabilities who will matriculate in their respective institutions of higher education. [See project objective number two below.]
Course enrollees become more proficient on-line learners. Through their participation in this project, they develop several on-line learning skills.
Each enrollee receives three graduate credits [special student status] after completing the course requirements.
Participants will not have to pay course registration or segregated fees in order to receive those credits. These costs are borne by the project. The project budget will support a limited number of tuition/fee scholarships for participants from states other than Wisconsin or Minnesota. These scholarships will be allocated on a first-come-first served basis.
Enrollment Limits: To enhance project staff/instructors’ ability to provide individual instruction, guidance, and post completion technical assistance/support, enrollment for each session was limited to 25 individuals.
Curriculum Content: During each multi-session distance education course, participating professionals learned how to develop the curriculum content, format, and learning experiences that they can use to implement a summer college preparation course.
2. A support and technical assistance system is available to all who complete the course successfully and subsequently develop, implement, and evaluate the impact of summer college preparation programs for individuals with disabilities who have been accepted into their respective postsecondary institutions.
H325N000028 was funded at 100% by the U.S. Department of Education, Office of Special Education and Rehabilitative Services for the period 10/01/00--9/30/03 for a total of $587,483 @ 8% indirect. The project received a no-cost extension through 09/30/04.
Principal Investigator: Chere Campbell Gibson, Professor, Schools of Human Ecology and Education, UW-Madison; Co-Principal Investigator: John Gugerty, Researcher, Center on Education and Work, UW-Madison.
