Intern
ati
o
n
a
l
Jo
urn
a
l
o
f
E
v
al
ua
ti
o
n
and
Rese
arch in
Education (I
JE
RE)
V
o
l.4
,
No
.3
, Sep
t
em
b
e
r
20
15, pp
. 89
~
9
3
I
S
SN
: 225
2-8
8
2
2
89
Jo
urn
a
l
h
o
me
pa
ge
: h
ttp
://iaesjo
u
r
na
l.com/
o
n
lin
e/ind
e
x.ph
p
/
IJERE
Strategies to Increase Representation of Students with
Disabilities in Science, Te
chnology, Engineering and
Math
ematics (STEM)
Jeffry L.
White
1
, G.
H.
Mass
iha
2
1
Department of Educational
Fou
nda
tions
and Le
aders
h
ip,
Univer
s
i
t
y
of
Louisian
a, Lafay
e
tte, USA
2
Department
of I
ndustrail Techno
log
y
, Univ
ersity
of Louisiana, Lafay
e
tte, USA
Article Info
A
B
STRAC
T
Article histo
r
y:
Received
June 09, 2015
Rev
i
sed
Ju
ly 29
, 20
15
Accepted Aug 20, 2015
As a nation wre
s
tles with the n
e
ed to
train more professionals, p
e
rsons with
disabilities ar
e
undereducated and underre
presented in science, technolo
g
y
,
engineering, and
mathematics (STEM).
The fo
llo
wing project was proposed
to incr
eas
e rep
r
es
enta
tion of
s
t
udent
s with
disabili
ties in
the STEM
dis
c
iplin
es
. The
program
em
phasizes
an
integrated program of interventions
for coll
ege
stude
nts with disab
ilit
ies (SwD) m
a
joring in ST
EM which c
e
nt
ers
on a s
y
stem of continuous student mon
itoring with rapid
access to academic
and personal services, as
well as professional
development and
degree
enhancing exp
e
riences supplied during th
e
entir
e per
i
od
of colleg
e
attendance.
Keyword:
Disab
ility
Reten
tio
n
STEM
W
o
rk
fo
r
c
e Challen
g
e
Copyright ©
201
5 Institut
e
o
f
Ad
vanced
Engin
eer
ing and S
c
i
e
nce.
All rights re
se
rve
d
.
Co
rresp
ond
i
ng
Autho
r
:
Jeff
ry
L.
White,
Dept
.
o
f
E
d
uca
t
i
onal
F
o
u
n
d
at
i
ons
a
n
d
Leade
r
shi
p
,
Uni
v
ersity
of Louisiana, Lafayette,
Laf
a
yette,
LA 7
050
4, U
S
A
.
Em
a
il: j
w
h
ite1@lou
i
sian
a.edu
1.
INTRODUCTION
The S
T
EM La
nds
ca
pe i
n
U
S
A
:
Altho
ugh
th
e p
r
op
ortion
o
f
work
i
n
g-age p
e
op
le with
d
i
sab
ilities in
t
h
e U.S
.
i
s
gr
o
w
i
n
g, 9 m
i
l
l
i
on are u
n
em
pl
o
y
e
d sh
ow
n by
t
h
e U.S
.
De
p
a
rt
m
e
nt
of Labo
r i
n
2
0
09
[1
]
.
Thi
s
represen
ts an
em
p
l
o
y
m
en
t g
a
p
of ov
er
40
% for p
e
rson
s aged
18
-64
who
s
e d
i
sab
ilities wo
u
l
d
p
e
rm
it
g
a
in
fu
l
e
m
ploym
ent with available
accomm
odations
. T
h
e m
o
st
comm
only
cited reason
for this
dispa
r
ity is
in
ad
eq
u
a
te educatio
n
an
d trai
n
i
ng
for av
ailab
l
e po
s
ition
s
sh
own
b
y
Bru
y
ère, Erick
s
on
,
an
d Van
L
oo
y [2
].
In
2
005
, Go
lshan
i
foun
d
th
at
th
e train
i
ng
and
em
p
l
o
y
m
en
t
g
a
p
for p
e
rsons with
d
i
sab
ilities is ev
en
wid
e
r in
STEM field
s
wh
ere in
creased
p
a
rticip
atio
n
is
critical to
Am
e
r
ican
co
m
p
etit
iv
en
ess
[3
]. In 1
998
,
STEM em
p
l
o
y
m
en
t fo
r p
e
rson
s w
ith
d
i
sab
ilities is
less th
a
n
h
a
lf th
at of th
e g
e
n
e
ral popu
latio
n
pub
lished
b
y
th
e N
a
tio
n
a
l
Scien
ce Found
atio
n
(N
SF)
[
4
]. Estim
a
t
es p
a
in
t an
ev
en
b
l
eak
er
p
i
ctu
r
e fo
r
en
g
i
neer
ing
p
r
o
f
ession
s wh
ere on
ly 1
.
2% is p
r
o
f
ession
al en
g
i
n
eers
with
d
i
sab
ilities co
m
p
ared
to
12
% in
th
e g
e
n
e
ral
p
opu
latio
n
as sh
own
in Stoddar
d
, Jan
s
and
K
r
au
s’ 1998
st
u
d
i
es [5
].
Im
m
e
di
at
e reason
s fo
r t
h
i
s
di
spa
r
i
t
y
are wel
l
doc
um
ent
e
d by
Izz
o
an
d Lam
b
[6]
.
St
ude
nt
s wi
t
h
d
i
sab
ilities d
r
op
ou
t of sch
o
o
l
at h
i
g
h
er
rates an
d
h
a
v
e
h
i
gher ab
sen
t
eeism, lo
wer
g
r
ad
es, an
d
m
o
re
p
r
evalen
t
feelin
g
s
o
f
low self-esteem
. T
h
ey lag
well b
e
h
i
nd
th
ei
r pee
r
s i
n
achi
e
vem
e
nt
, gra
d
uat
i
o
n
rat
e
, post
-
seco
nda
ry
ed
u
cation
a
l attain
m
e
n
t
an
d
em
p
l
o
y
m
en
t o
u
tco
m
es an
d
h
a
v
e
a p
o
o
r
er
q
u
a
lity o
f
life o
v
e
rall th
an
th
eir
counterparts without
disa
b
ilities.
While recent statistics show a prom
is
ing increase i
n
the college e
n
rollm
e
nt
rat
e
s, m
a
ny
SwD c
ont
i
nue t
o
ex
peri
e
n
ce l
i
m
i
t
e
d col
l
e
ge
success as s
h
ow
n by
St
od
d
e
n an
d D
o
wri
c
k [
7
]
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
4,
No
. 3,
Se
pt
em
ber
2
0
1
5
:
89
– 93
90
Ov
erall, few
Am
erican
s with
d
i
sab
ilities in
th
e
15
-21
ag
e rang
e are prep
ared to
face th
e d
e
m
a
n
d
s
o
f
th
e
STEM wor
k
fo
rce [8
]-
[9
].
Sim
ilar to the national pic
t
ur
e, SwD a
r
e unde
rre
pres
ented i
n
STE
M
academ
ic
program
s
at
Uni
v
ersi
t
y
of
Lo
ui
si
ana, Laf
a
y
e
t
t
e
(ULL).
As n
o
t
e
d by
t
h
e Loui
si
ana B
o
ar
d o
f
R
e
gent
s, at
t
h
e begi
n
n
i
n
g of
the 2008-2009 academ
ic yea
r
,
stude
n
ts re
gistered
with the Office
of
Disability Servic
es (ODS) m
a
de up
app
r
oxi
m
a
t
e
ly
3.
7% o
f
al
l
un
der
g
ra
d
u
at
e an
d gra
d
uat
e
st
u
d
ent
s
e
n
r
o
l
l
e
d i
n
STEM
pr
o
g
r
am
s [10]
. M
o
re t
h
an
7% o
f
t
h
e Sw
D regi
st
e
r
ed
wi
t
h
O
D
S,
dr
op
pe
d o
u
t
of
sch
ool
o
r
t
r
an
sfer
red t
o
no
n
-
STEM
p
r
o
g
r
a
m
. The
attritrition rates at ULL ha
ve
been c
o
nsistent for the last
three academ
ic years. It s
h
ou
ld also
be note
d
that
as
with
m
a
n
y
u
n
i
v
e
rsities, t
h
e actu
al nu
m
b
er of Sw
D on
camp
u
s
can
freq
u
e
n
tly b
e
u
n
d
e
rrep
o
rted.
2.
THE UL L
A
FAYETTE ST
UDE
NT-CENTERED INIT
IATIVE
S
Th
e
fo
llowing
is a d
i
scu
ssion
o
f
th
e sp
ecific
interve
n
tions t
h
at are
propose
d:
2.
1.
ST
E
M
-S
w
D
T
r
an
si
ti
o
n
Pr
ogr
am
:
Th
e STEM-SwD
Tran
sition
Prog
ram
in
clu
d
e
s t
h
r
ee
u
n
i
q
u
e
i
n
itiati
v
e
s: (a) d
i
ssemin
a
tio
n
,
(b)
summ
er transition, and
(c)
“Fresh Start”
program
s
.
2.
1.
1. T
h
e
Di
ssemi
na
ti
on
Pr
ogr
am
Th
e Tran
sition Sp
ecialist’s (TS) m
a
in
resp
onsib
ility is
to
mak
e
in
itial co
n
t
act with
th
e cou
n
s
elo
r
s at
t
h
e seco
n
d
ary
sch
ool
s
of t
h
e
ei
ght
s
u
r
r
o
u
ndi
ng
pa
ri
shes
of
ULL.
A
pr
o
p
o
s
ed t
o
t
a
l
o
f
1
,
8
00 m
i
l
e
s per se
m
e
st
er
will b
e
trav
eled
b
y
th
e TS to co
n
t
act and
remain
co
nn
ected
with
th
e C
o
u
n
s
elo
r
s and
Ad
m
i
n
i
stratio
n o
f
th
e
p
u
b
lic, priv
ate, an
d
p
a
ro
ch
ial scho
o
l
s.
Th
e TS will p
a
r
ticipate in
ad
m
i
n
i
st
rativ
e tran
sitio
n
m
eet
in
g
s
with
t
h
e
goal
o
f
i
d
e
n
t
i
f
y
i
ng
pot
e
n
t
i
a
l
Pro
j
ect
st
ude
nt
s w
h
i
l
e
ed
ucat
i
n
g
t
h
em
on t
h
e
im
port
a
nce
of
STEM
m
a
jors
.
2.1.2.
STEM-SwD Summer
Transi
tion Pr
ogr
am
The STEM
-S
wD
program
will im
plem
ent a su
m
m
er
com
ponent for a
p
proxim
a
tely
10 S
TEM-S
wD
p
r
og
ram
stu
d
e
n
t
s. Th
ese stud
en
ts
will b
e
selected
fro
m
th
e group
of
stu
d
e
n
t
s who
are ad
m
itted
t
o
th
e
Uni
v
ersity either as regular a
d
m
i
ts or as an Adm
i
ssi
on by
C
o
m
m
i
t
t
ee (thos
e st
ud
ent
s
wh
o d
o
not
m
eet
t
h
e
regu
lar ad
m
i
ss
io
n
s
req
u
i
rem
e
n
t
s). Fu
nd
s
from
th
e S
TEM-SwD will sp
onso
r
th
ese
st
u
d
e
n
t
s to
attend
su
mmer
scho
o
l
b
y
covering
all ex
p
e
n
s
es fo
r
h
o
u
s
i
n
g, tu
itio
n, and
bo
ok
s an
d
su
pp
lies for. Li
sted
b
e
low are th
e
activities for the sum
m
er com
ponent.St
ude
nts will take bot
h a STEM c
o
urse and an
Academ
ic Skills cours
e
during t
h
e sem
e
sters.
Th
e STEM co
urse
will h
a
v
e
su
ppo
rt thro
ugh
sp
ecialized
tu
toring
and
adv
i
sing
thro
ugh
ou
t th
e
su
mm
er. Th
e
Acad
em
ic Sk
ills cou
r
se is also
im
p
o
r
tan
t
b
e
cau
se it ad
dresses learn
i
ng
st
yles, stu
d
y
sk
il
ls, test-
tak
i
n
g
sk
ills as well as h
e
l
p
t
h
e st
u
d
e
n
t
un
derstand
t
h
e
stru
cture an
d
o
r
gan
i
zatio
n of
t
h
e un
iv
ersity; therefo
r
e,
providing assistance in
na
viga
ting th
e
unive
r
sity comm
unit
y
. Students
w
ill have
additional academ
ic support
by
m
e
et
i
ng wi
t
h
t
h
e de
pa
rt
m
e
nt
al
STEM
-S
wD l
i
a
i
s
o
n
t
o
di
scuss
ad
di
t
i
onal
aca
dem
i
c conce
r
ns o
r
i
ssues
related
to th
e co
urse and
/
or the m
a
j
o
r.
2.
1.
3. Fresh St
art
Pro
g
r
a
m
There i
s
a nee
d
at
ULL t
o
est
a
bl
i
s
h a pr
og
r
a
m
t
o
bet
t
e
r prepare S
wD c
o
m
i
ng fr
om
hi
gh sch
ool
s i
n
t
o
p
o
s
t
-
seco
nd
ary
ed
u
cation
.
Hi
g
h
sch
o
o
l
s will b
e
in
form
ed
o
f
th
e Fresh
St
art Prog
ram
at
ULL for SwD who
are m
a
j
o
ri
n
g
i
n
STEM m
a
j
o
rs to
h
e
lp in
t
h
eir adj
u
st
m
e
n
t
and
o
r
ien
t
atio
n to co
lleg
e
life. Th
is transitio
n
p
r
og
ram
wou
l
d
b
e
o
f
fered
t
h
ree d
a
ys
prior to th
e
b
e
g
i
nn
ing
o
f
classes.Stud
en
ts wit
h
d
i
sab
ilities co
m
e
to
col
l
e
ge at
a di
sad
v
ant
a
ge. Th
e adj
u
st
m
e
nt
to col
l
e
ge i
s
st
ressful
an
d co
n
f
usi
ng t
o
al
l
st
ude
nt
s. H
o
wev
e
r, f
o
r
th
e stud
en
ts
who
are lack
i
n
g org
a
n
i
zation
a
l sk
ills,
who
ex
p
e
rien
ce
an
em
o
tio
n
a
l
d
i
sab
ility, who
h
a
v
e
a
learn
i
ng
d
i
sab
ility, atten
tio
n
d
e
ficit d
i
so
rd
er, and
/
o
r
wh
o
hav
e
a ph
ysical
d
i
sab
ility, th
e
arriv
a
l
to
co
lleg
e
life
can
be t
o
t
a
l
l
y
ove
r
w
hel
m
i
ng.
O
f
t
e
n
t
h
ese
st
ude
nt
s
st
art
ou
t
wi
t
h
ba
d e
x
p
e
ri
ences
an
d
n
e
ver
q
u
i
t
e
m
a
ke t
h
e
adj
u
st
m
e
nt
. Th
ey
en
d
up
d
r
o
ppi
ng
out
t
h
e
fi
rst
or
sec
o
nd sem
e
ster feelin
g lik
e
failu
res or
feeling
that th
ey
ju
st
d
o
n
o
t
bel
o
n
g
.
T
h
e “F
re
sh
St
art
”
P
r
o
g
r
a
m
det
a
i
l
e
d be
l
o
w
w
oul
d al
l
e
vi
at
e col
l
e
ge
a
d
j
u
st
m
e
nt
pr
o
b
l
em
s
com
m
on t
o
S
w
D
,
e
v
al
uat
e
l
earni
ng
st
ra
t
e
gi
es,
ori
e
nt
st
u
d
ent
s
t
o
t
h
e l
i
b
ra
ry
,
r
e
vi
ew
o
r
ga
ni
z
a
t
i
onal
tech
n
i
qu
es/time and
stress m
a
n
a
g
e
m
e
n
t
, ex
p
l
ain
fi
n
a
n
c
ial ai
d
elig
ib
ility, and
cam
p
u
s
layou
t.
2.
2. ST
E
M
-S
w
D
Speci
al
i
z
e
d
Tutoring Se
rvices:
The Learning Center at ULLcurre
ntly offe
rs tuto
ri
n
g
to
all stu
d
e
n
t
s. Sev
e
ral tu
tors
m
eet
with
stu
d
e
n
t
s in a
larg
e
roo
m
th
at is ov
er-crowd
ed
and
d
i
stractin
g. St
u
d
e
n
t
s wit
h
so
m
e
d
i
sab
ilities can
no
t
conce
n
t
r
at
e
wi
t
h
suc
h
di
st
ra
ct
i
ons. S
w
D
m
u
st
have on
e-o
n
-
o
ne t
u
t
o
r
i
ng a
nd m
u
st
req
u
i
r
e t
u
t
o
rs
t
o
ha
ve
d
i
sab
ility sen
s
itiv
ity train
i
n
g
an
d
t
r
ain
i
ng
in tu
to
ri
n
g
tech
niq
u
e
s
un
iqu
e
to
stud
en
ts with
learn
i
ng
d
i
sab
ilities
Evaluation Warning : The document was created with Spire.PDF for Python.
I
J
ERE
I
S
SN
:
225
2-8
8
2
2
S
t
ra
teg
i
es
to
Increa
se Rep
r
esen
ta
tion
o
f
S
t
uden
t
s
with
Disab
ilities in
S
c
ien
ce .... (Jeffry L. Wh
ite)
91
in
ord
e
r fo
r tu
tors t
o
u
n
d
e
rstan
d
how to wo
rk
w
ith stu
d
e
n
t
s
wh
o hav
e
a v
a
riety of
d
i
sab
ilities. The
ULLtu
t
o
r
i
n
g serv
ice
on
ly allo
ws stud
en
ts th
ree, th
irty
m
i
nut
e s
e
ssi
o
n
s
p
e
r we
ek
pe
r s
u
bject
.
S
w
D
ha
ve m
u
ch
greater tut
o
ring
needs.
The P
r
oject wi
ll im
plem
ent a
tutori
ng c
o
m
pone
nt whic
h
will provi
de the
specialized type of tut
o
ring
th
at stu
d
e
n
t
s with
d
i
sab
iliti
es n
eed
to
ach
i
ev
e in
th
e t
r
ad
ition
a
lly h
i
g
h
fail an
d
drop
rate classes o
f
mathe
m
atics, com
puter
scie
nce,
bi
ol
ogy
,
chem
i
s
t
r
y
,
eng
i
neeri
n
g, a
n
d
othe
r STEM s
p
ecific classes
.
The
tutori
ng c
o
m
pone
nt will ens
u
re t
h
at the tut
o
rs a
r
e e
ducate
d
on
ways that
are prove
n
to assist
stude
nts with
a
v
a
riety of
d
i
sab
ilities. Trainin
g
and
co
achin
g
fro
m
a pr
o
f
essi
on
al contracto
r
in
t
h
ese areas will help
to
g
u
a
ran
t
ee th
at
th
e tu
tors are
well equ
i
pp
ed
with
th
e too
l
s
n
eed
ed
t
o
b
e
st
tu
to
r Proj
ect st
u
d
e
n
t
s.
2.3. Ability
Specialist: Speci
aliz
ed
Advising to
Provide Individualiz
ed Counseling for Personal, Career,
Financi
a
l Aid
and Ac
ademic
Matters
Research
h
a
s
sh
own
th
at ind
i
v
i
du
alized
at
ten
tio
n
an
d
availab
ility
to
assist stu
d
e
n
t
s with
p
e
rson
al
issues, caree
r
and m
a
jor
dec
i
sion-m
a
ki
ng, fina
ncial
aid proces
ses,
a
n
d acad
em
ic conc
erns
res
u
lt in
higher
persi
s
t
e
nce an
d ret
e
nt
i
o
n rat
e
s. Thi
s
i
s
esp
eci
al
l
y
t
r
ue fo
r
at
-ri
sk p
o
pul
a
t
i
ons pa
rt
i
c
ul
a
r
l
y
st
udent
s
w
ho a
r
e
SwD and
who d
o
no
t h
a
v
e
t
h
e sk
ills to
n
a
v
i
g
a
te throug
h a u
n
i
v
e
rsity syste
m
. Fin
a
n
c
ial aid
is esp
e
cially a
m
a
jor
h
u
r
d
l
e
f
o
r
Sw
D.
P
r
o
v
i
d
i
n
g i
n
f
o
rm
at
ional
w
o
r
k
s
h
o
p
s
an
d i
ndi
vi
d
u
a
l
sessi
o
n
s r
e
g
a
rdi
n
g
t
h
e
pr
oc
ess an
d
pr
oce
d
u
r
e o
f
t
h
e fi
nanci
a
l
ai
d ap
pl
i
cat
i
on
p
r
oces
s an
d f
und
s av
ailab
l
e to
SwD at th
e lo
cal, state, an
d natio
n
a
l
lev
e
ls in
term
s
o
f
g
r
an
ts, lo
ans, and
sch
o
l
arsh
ip
s, will b
e
im
p
l
e
m
en
ted
to h
e
lp
SwD m
eet th
eir fin
a
n
c
ial n
eed
to
pur
su
e po
st-secon
d
a
r
y
educatio
n
.
A SwD “ab
ility” sp
ecialis
t will e
m
p
l
o
y
in
tru
s
iv
e ad
v
i
si
n
g
as a
m
ean
s o
f
i
n
terv
en
tion
st
rat
e
gi
es.I
nt
r
u
si
ve ad
vi
so
rs s
t
art
fro
m
the prem
ise
that
m
o
st stude
nts do no
kn
ow
wh
at
th
ey n
eed i
n
order to
fin
i
sh
co
lleg
e
an
d
th
at th
e adv
i
sor m
u
st step
in
to
d
i
r
ect through the vari
ous offices and services a
v
ailable to
t
h
em
, t
o
hel
p
t
h
em
al
ong.
A
prem
i
s
e of i
n
t
r
usi
v
e
ad
vi
si
n
g
i
s
t
h
at
m
a
ny
st
ude
nt
s
do
n
o
sel
f
-re
fer a
n
d are
therefore not only
not
awa
r
e
that they are
in
need of
assi
stance
but als
o
do
not
know
of a
n
y se
rvice
s
that
m
i
ght
hel
p
t
h
e
m
. Int
r
usi
v
e a
dvi
si
ng
use
s
a
ssert
i
v
e,
p
r
oa
ct
i
v
e m
easures i
n
c
ont
act
i
n
g st
ude
nt
s i
n
st
ead
of
t
h
e
m
o
re trad
itio
nal an
d p
a
ssiv
e
m
e
th
o
d
of
waitin
g
fo
r studen
t
to
i
n
itiate an
ad
v
i
so
ry m
eetin
g
.
Research
h
a
s
sho
w
n t
h
at
t
h
i
s
m
e
t
hod
of
p
r
oact
i
v
e a
d
vi
si
n
g
has
bee
n
fo
u
n
d
t
o
be
ef
fect
i
v
e i
n
i
n
c
r
easi
n
g
t
h
e
ret
e
nt
i
o
n a
n
d
overall academ
ic perform
a
nce of a
variety of
high risk speci
al
student populations.
Do
m
i
n
a
n
t
reten
tio
n th
eo
ries i
n
h
i
gh
er edu
c
atio
n
tend
t
o
ado
p
t
a
so
cial in
t
e
g
r
ation
p
o
sitio
n. Th
e
k
e
y
t
o
ret
e
nt
i
o
n
an
d aca
dem
i
c success as
not
e
d
by
Ti
nt
o i
s
t
h
e de
vel
o
pm
ent of
a se
nse
of
con
n
ect
i
o
n
wi
t
h
t
h
e
in
stitu
tio
n
[11
]
. Stud
en
ts in
t
h
e STEM-SwD will h
a
v
e
am
p
l
e o
p
p
o
r
tunity to
m
a
k
e
th
at co
nn
ection
–
on
e
of
wh
ich
is t
h
ro
ug
h th
e “ab
ility” sp
ecialist. St
u
d
e
n
t
s
p
a
rtic
ipatin
g
with
the
sp
ecialized
adv
i
sing
activ
ities of th
e
AS will b
e
in
a p
o
s
ition
reap
i
n
g
th
e
b
e
n
e
fits o
f
th
es
e activ
ities wh
ile co
nnectin
g
with
a sig
n
i
fican
t
p
e
rso
n
on
cam
pus.
2.
4. Stu
d
en
t
L
e
arnin
g
Com
m
unities (SL
C
):
Th
e
SLCs are i
n
itially fo
cu
si
ng
o
n
co
lleg
e
st
u
d
e
n
t
s
p
a
rticipatin
g
as
scholars
. Th
ere are two lev
e
ls
o
f
SLC b
e
i
n
g organ
i
zed
:
2.
4.
1. L
e
vel
I
SL
C
Stu
d
e
n
t
Learn
i
n
g
C
o
mm
u
n
iti
es will b
e
estab
lish
e
d
b
y
coord
i
n
a
tin
g
stud
en
ts’ sch
e
d
u
l
es
so
th
at t
h
ey
sh
are
on
e to
three classes p
e
r se
m
e
ster. Th
is will en
ab
le stu
d
e
n
t
s to
conn
ect with
th
e sa
m
e
stu
d
e
n
t
s sh
ari
n
g
th
e sam
e
ex
p
e
rien
ces in
t
h
e
sam
e
classes. Stu
d
e
n
t
s will also
coo
r
d
i
n
a
te
th
eir tu
toring
sch
e
du
les in
o
r
d
e
r t
o
share
the t
u
toring as
pect.
2.
4.
2. L
e
vel
II
SL
C
A m
a
ndat
o
ry
e
x
t
r
ac
ur
ri
cul
a
r
up
pe
r cl
ass sc
hol
a
r
s m
eet
i
ng hel
d
t
h
ro
u
g
h
o
u
t
t
h
e aca
dem
i
c y
ear. T
h
i
s
SLC will ad
d
r
ess a v
a
riety o
f
to
p
i
cs of in
terest to
th
e g
r
ou
p. It will in
cl
u
d
e
ex
p
l
o
r
ation
o
f
p
o
s
t gradu
a
tion
pl
ans (
j
ob m
a
rket
ent
r
y
,
g
r
ad
uat
e
sch
ool
, et
c.), i
n
t
e
r
v
i
e
wi
n
g
, vi
si
t
s
t
o
ST
EM
i
ndust
r
i
e
s,
go
ver
n
m
e
nt
agenci
es
(labs
)
, presenta
tions on issues
of ge
ne
ral science and en
g
i
n
e
ering
in
terest (co
llo
qu
ia, sem
i
n
a
rs), etc. Th
e
lev
e
l
II
m
eet
i
ngs wi
l
l
com
p
ri
se
t
h
e
p
r
i
m
ary
gro
u
p
i
n
t
e
ract
i
o
n
com
pone
nt
of
t
h
e ULL sch
o
l
a
rs pr
o
g
ram
.
St
ude
nt
Learn
i
n
g
C
o
mm
u
n
ities wil
l
a
ssist in
p
r
ov
id
i
n
g
acad
e
m
i
c a
n
d
p
e
rson
al sup
port for SwD atte
m
p
tin
g
si
milar –
if n
o
t
th
e ex
act sa
m
e
–
co
u
r
ses an
d
will p
r
ov
id
e an
op
portu
n
ity for th
ese stu
d
e
n
t
s to
mak
e
a con
n
ecti
o
n
n
o
t
o
n
l
y to
stud
en
ts in
th
e sam
e
a
r
eas of in
terest
, bu
t will also
p
r
ov
id
e th
e
o
p
p
o
rtun
ity for th
e stud
en
ts t
o
mak
e
a
co
nn
ection
to
t
h
e un
iversity. In
creased
reten
t
io
n
in th
e STEM
m
a
j
o
rs and
i
n
pro
g
ressing
t
o
ward
th
e
d
e
gree is
an
ex
p
ected
outco
m
e
o
f
th
is activ
ity.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
S
SN
:
2
252
-88
22
IJER
E
V
o
l
.
4,
No
. 3,
Se
pt
em
ber
2
0
1
5
:
89
– 93
92
3.
EVAL
UATI
O
N
3.
1. Men
t
ori
n
g
Pr
o
g
ram
First year
U
L
L scho
lars
w
ill be p
r
ov
id
ed
w
ith
m
e
n
t
o
r
s
(upper class an
d
grad
u
a
te st
u
d
e
n
t
s in
STEM
).
Si
m
ilar o
p
p
o
r
t
u
n
ities will b
e
o
f
fered
to
h
i
g
h
sch
o
o
l
stu
d
e
n
t
s. In
a m
a
j
o
rity o
f
th
ese cases, m
e
n
t
o
r
s will also
b
e
SwD. ULL u
p
p
e
r class sch
o
l
ars will be o
f
fered
f
aculty an
d
/
o
r
profession
al m
e
n
t
o
r
s as well as th
e
opport
unity to be a m
e
ntor to ne
w st
udents. F
ace
-to-face m
e
ntoring will be
the
prim
ary
m
ode
of
com
m
uni
cat
i
on su
p
p
l
e
m
e
nt
ed by
em
ai
l
and t
e
l
e
pho
ne i
n
t
e
ract
i
ons a
s
dee
m
ed
m
o
st
desi
rabl
e by
t
h
e m
e
nt
o
r
-
men
t
ee p
a
irs.
Th
e m
e
n
t
o
r
ing relatio
n
s
h
i
p
s
will b
e
m
o
n
ito
red
b
y
th
e
Project Director and
/
or o
t
h
e
r
ULL staff
an
d facu
lty.The Men
t
oring
Program
will
p
r
ov
id
e yet an
o
t
h
e
r
op
portu
n
ity fo
r SwD to conn
ect
with
th
e
u
n
i
v
e
rsity. Th
i
s
o
ppo
rtun
ity will b
e
with
stu
d
e
n
t
s in
th
e sa
m
e
field
o
f
stu
d
y
and
who
is in
th
e up
p
e
r
class
cou
r
ses;
t
h
us p
r
o
v
i
d
i
ng st
u
d
e
n
t
s
wi
t
h
“l
esso
ns l
earne
d” f
r
o
m
so
m
e
one w
ho
has al
rea
d
y
go
ne t
h
r
o
ug
h
m
u
ch
o
f
the cou
r
sewo
rk
. Perso
n
a
l
an
d
acad
e
m
i
c s
u
ppo
rt will b
e
g
l
ean
ed
fro
m
t
h
is relatio
nsh
i
p
as well as a sen
s
e
of
cam
a
raderie.
3.
2.
C
oor
di
na
t
i
on w
i
th
Ot
he
r Pro
g
r
a
ms
fo
r Sw
D
The Pr
o
j
ect
pl
an i
n
cl
u
d
es co
or
di
nat
i
n
g wi
t
h
ot
he
r UL
L pr
o
g
ram
s
and st
ude
nt
or
ga
ni
zat
i
ons
w
h
o
work
with
st
u
d
en
ts with
d
i
sabilit
ies to
in
clu
d
e: TRIO
pro
g
ra
m
s
th
rou
g
h
theDep
artm
en
t o
f
Edu
cation
(Stu
d
e
nt
Su
pp
ort
Se
rvi
ces,
Up
war
d
B
o
u
n
d
,
Vet
e
ra
n’s
U
p
war
d
B
o
u
n
d
,
an
d R
o
nal
d
M
c
Nai
r
pr
o
g
ram
)
;
Vet
e
ran
’
s
Affairs; Beacon Club; a
nd
Delta Alpha
Pi International Honor So
ciety.The Proj
ec
t w
ill work in close
co
mm
u
n
i
catio
n
and
will coo
r
d
i
n
a
te serv
ices with
th
ese p
r
og
ram
s
/o
rg
an
izatio
n
s
in
o
r
d
e
r to
b
e
st meet th
e
n
eeds of as m
a
n
y
stu
d
e
n
t
s as
p
o
s
sib
l
e. Th
eProj
ect w
ill k
e
ep
in
ten
tion
a
l, co
n
s
isten
t
co
mm
u
n
i
catio
n
b
e
tween
the Project and the SSS progra
m
,
Upwa
rd B
o
und, and Vet
e
ran’s Upwa
rd Boun
d will be
in place to assist in
co
n
tinu
i
ng
su
ccessfu
l
serv
ices to
g
r
an
t
p
a
rticip
an
ts fro
m
one pr
o
j
ect
t
o
t
h
e
next
, a
s
wel
l
as ed
ucat
i
ng
P
r
o
j
ect
stu
d
e
n
t
s to th
e
p
o
s
sib
l
e
u
p
p
e
r-lev
e
l op
portun
ities p
r
esen
ted
b
y
th
e R
o
n
a
ld
McNair
p
r
og
ram
.
4.
FUTU
RE PL
AN
A
N
D
CO
NCL
USI
O
N
Ap
pr
eci
at
i
ng t
h
e i
m
port
a
nce
of
o
b
j
ect
i
v
e e
x
t
e
rnal
ev
alu
a
tio
n is a
k
e
y success of
th
is pr
oj
ect.
Th
e
ev
alu
a
tion
p
l
an
will
b
e
mi
xe
d-
met
h
o
d
s desi
gn
wi
t
h
i
n
di
vi
dual
a
n
d
gr
o
u
p
i
n
t
e
rvi
e
ws,
s
u
r
v
ey
s, a
n
d
da
t
a
base
in
fo
rm
atio
n
.
Sin
ce th
e
po
ten
tial b
u
rd
en o
n
p
a
rticip
an
ts is larg
e th
e evalu
a
tors will b
e
jud
i
cio
u
s
i
n
im
pl
em
ent
i
ng t
h
e eval
uat
i
o
n
.
They
al
so rec
o
gni
ze t
h
at
t
h
e
dem
a
nds o
f
i
n
t
e
grat
i
n
g dat
a
i
n
t
o
a m
eani
ngf
ul
set
o
f
co
h
e
si
v
e
fi
n
d
i
n
g
s will in
crease as in
d
i
cated
b
y
Altsch
u
l
d
and
W
i
t
k
in
[12
]
. To
attrib
u
t
e ou
tcome to
in
terv
en
tion
is d
i
fficu
lt with
so
m
e
a
ttrib
u
tion
resu
ltin
g
f
r
o
m
det
a
i
l
e
d anal
y
s
es of t
h
e dat
a
base an
d som
e
from
th
ou
gh
t-p
r
ov
ok
ing
g
r
ou
p
in
ter
v
iew
q
u
e
stions.
To
ach
iev
e
effi
cien
cies, th
e ev
alu
a
tion
team will d
e
v
e
lo
p
a d
a
tab
a
se of stu
d
e
n
t
s inv
o
l
v
e
d
th
rou
gho
u
t
th
e p
r
oj
ect. The ev
alu
a
tors will
lin
k
th
ese data to
o
t
h
e
r ret
e
n
tio
n
b
a
selin
e so
urces wh
ich can
b
e
co
m
p
ared
to
othe
r S
w
D a
n
d sim
ilarly unde
rre
prese
n
ted
groups
suc
h
as
t
h
ose i
n
cluded in the
Oh
io STE
M
Ability
Alliance
,
O
h
i
o
Scien
ce
an
d
En
g
i
n
eer
i
n
g
A
llian
ce, or
th
e N
a
tion
a
l Lon
g
itud
i
n
a
l Tr
an
sitio
n
Stud
y [1
3
]-[1
5
]
.A
sid
e
f
r
o
m
background
va
riables the
eval
uation t
eam
will collect perce
p
tions via
pe
ri
odic electronic surveys
for st
udents
,
facu
lty, and
st
aff an
d
con
d
u
c
t in
terv
iews and
ob
serv
a
tion
s
. Su
rv
eys
will d
eal with
th
e
q
u
a
lity an
d
u
tility o
f
activ
ities an
d
assistan
ce.
ULL C
o
llege
of
Enginee
r
ing was s
u
ccess
f
ul in incr
e
a
sing its diable
stude
nts s
u
bstantially after
im
pl
em
ent
i
ng t
h
i
s
pl
a
n
.
Usi
n
g
con
s
t
a
nt
ne
w
st
ude
nt
m
oni
t
o
ri
n
g
t
h
e ret
e
nt
i
on
has i
n
creas
ed an
d m
o
re di
sabl
e
st
ude
nt
s a
r
e i
n
l
i
n
e t
o
gra
d
uat
e
.
REFERE
NC
ES
[1]
U.S. Departmen
t
of Labor
Office of Disability
Emplo
y
m
e
nt Po
lic
y,
“
A
world in wh
ich people
with disabilities
have un
l
i
m
ited
em
plo
y
m
e
nt
opportu
nities”, 2
009. Av
ail
a
ble o
n
-line
athttp
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p
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[2]
Bru
y
èr
e, S., Er
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L
oo
y
,
S., “HR’
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n
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ment
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[3]
Golshani, F., “
E
IC's Message: Putting Abil
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W
o
rk”,
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edia,
vo
l/issue: 12(3), 20
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puter.org
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eb/csdl
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[4]
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r
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ons
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nn.e
du/1998
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ok%20Chapter
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Stoddard, S., Jans, L.
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L.,
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artbook on work and disability
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te on Dis
a
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2
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ra
teg
i
es
to
Increa
se Rep
r
esen
ta
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f
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t
uden
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awaii
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ostsecondar
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t
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he
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TEM
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e
nge
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em
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p
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e
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cecar
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les/2007_11_16/science_opms_r070
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[
1
0
]
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i
s
i
an
a Bo
ard
of
Regents
,
“D
ata
and p
u
b
l
ications: St
a
t
ew
id
e s
t
ud
en
t
pro
f
i
l
e
s
y
s
t
em
”
,
2
010
. A
v
ai
l
a
b
l
e o
n
-
l
i
n
e
a
t
ht
tp
:/
/r
eg
e
n
ts
.s
ta
t
e
.l
a
.
us
/r
ep
or
ts/
d
a
t
apu
b
.
h
t
m
.
[
1
1
]
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,
V., “Leav
i
ng college: Rethinki
ng the
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e
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ition (
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o: Univers
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t
y
of
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[12]
Altschuld, JW
.,
W
itkin, BR.
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., Alts
chuld, JW., “Th
e
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ilit
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e
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[14]
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JW., Lee, YF., “Evaluatin
g mi
nority
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ems encountered and lessons
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e a
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e
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,
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tion and Program Planning,
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e
, P., “After hi
gh school: A first look at the postschool
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e
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i
sa
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ies”
, A repo
rt fro
m
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a
ti
onal Long
itudin
a
l Tr
ansiti
on St
ud
y
-
2 (NL
T
S2),
Menlo Park, CA
: SRI, 2005
.
BIOGRAP
HI
ES OF
AUTH
ORS
Dr. Jeffry
L
.
W
h
ite
is
the J
o
an
D. & Alexand
e
r
S
.
Haig/BORS
F
P
r
ofes
s
o
r in Educat
ion IV at the
Univers
i
t
y
of Louis
i
an
a, Laf
a
y
e
tte.
He
is co-author
of
N
e
eds Assessment: Analysis and
Prioritization
(Sage, 2009) and
h
i
s resear
ch in
ter
e
sts ar
e in
quantitativ
e methods an
d evalu
a
tion of
reten
tion progr
ams for underrepresented grou
ps
in science, technolo
g
y
, engineer
ing, and
m
a
them
atics (STEM).
G.
H.
M
a
ssiha
, Ph.D., is a Lou
i
siana Board of Region Professor of Engineering at the Univers
ity
of Louis
i
an
a,
L
a
fa
ye
tte
. His
ar
eas
of res
e
arch
inter
e
s
t
ar
e ro
botics
,
alt
e
rna
t
i
v
e energ
y
,
and
automation
manufactur
ing.
Evaluation Warning : The document was created with Spire.PDF for Python.