ERIC ED399731: Project LEEDS: Leadership Education To Empower Disabled Students. Final Report.

310 Pages·1996·7.1 MB·English

by  ERIC

DOCUMENT RESUME
EC 305 062
ED 399 731
Aune, Betty; And Others
AUTHOR
Project LEEDS: Leadership Education To Empower
TITLE
Disabled Students. Final Report.
Minnesota Univ., Minneapolis. Disability Services.
INSTITUTION
Center for International Education (ED), Washington,
SPONS AGENCY
DC.
PUB DATE
96
P261A30060
CONTRACT
355p.; For related papers, see EC 305 063-064.
NOTE
University Minnesota, Disability Services, 12
AVAILABLE FROM
Johnston Hall, 101 Pleasant St. SE, Minneapolis, MN
55455 ($21.50, also available in alternate
formats).
Descriptive (141)
PUB TYPE
Reports
MFO1 /PC15 Plus Postage.
EDRS PRICE
Advocacy; *Disabilities; Higher Education; Individual
DESCRIPTORS
Power; *Leadership Training; Needs Assessment;
Personal Autonomy; Program Development; Program
Evaluation; *Self Determination; *Student
Empowerment; *Student Leadership; Technical
Assistance
*Project LEEDS; *Self Advocacy
IDENTIFIERS
ABSTRACT
This final report describes the activities of Project
LEEDS (Leadership Education to Empower Disabled Students), a
federally supported project designed to create student/staff teams
from colleges and universities to encourage undergraduate/graduate
students with disabilities to become leaders, through development of
self-identity and identity with one's peer group and learning to work
with other individuals and groups. The report states that 178
students (with and without disabilities) and student affairs
professionals representing 57 institutions participated in Project
LEEDS. The activities and accomplishments of the project are
(1) developed a leadership training
identified. They include:
(2) held two
curriculum geared to students with disabilities;
(3) co-sponsored
national Institutes on Disability and Leadership;
(4) provided
three regional conferences on disability and leadership;
(5) developed a leadership
technical assistance to institutions;
(6) provided 285 consultations on disability and
training manual;
(7) established a listsery to foster communication among
leadership;
(8) produced an annotated bibliography of
Project LEEDS participants;
leadership resources relevant to students with disabilities; and (9)
disseminated information about the project. The report also provides
program evaluation material including participants' satisfaction
information. The outcomes of the project are highlighted, and a list
of recommendations for those replicating the project is included.
Appendices include the projects' publications, specific information
on the institutes and conferences, articles on Project LEEDS, and
evaluation data summaries. (CR)
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
RESOURCES INFORMATION
I
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
0 Minor changes have been made to
improve reproduction quality.
01
Points of view or opinions stated in this
01
document do not necessarily represent
M
official OERI position or policy.
LEEDS:
'Project
W
Leadership Education to Empower Disabled Students.
Final Report for
Dwight D. Eisenhower Leadership Development Program
Project #P261A30060
f
.
Office of Higher Education, Center for International Education
U.S. Department of Education
Prepared by
Betty Aune, Ed.D., Project Director
Gene Chelberg, Project Coordinator
Stacey Stockdill, Ph.D., Ensearch, Inc., Evaluation Consultant
Barbara Robertson, Graduate Research Assistant
Stephanie Agresta, Graduate Research Assistant
Tina Lorsung, Administrative Aide
fa.
In consultation with:
Sue Kroeger, Ed.D., Principal Investigator.
Terry Collins, Ph.D., Dissemination Coordinator
a
c
Res=
UNIVERSITY OF MINNESOTA
(Y)
BEST COPY AVAILABLE
2
O
O
O
.
This material is available ih alteinate formats upon request. Contact:
Disability Services
12 Johnston Hall
101.Pleasant St. SE
Minneapolis, MN 55455
612-626-9658 (V)
612-624-1883 (V/TTY)
[email protected]
Opinions-expressed are the authors' and do not necessarily represent the position of the funding
agency or the host institution.
B
© 1996
University of Minnesota
ACKNOWLEDGMENTS
Project staff would like to thank the following individuals
for their involvement in Project LEEDS:
The participants of the 1994 and 1995 national institutes
and regional conferences on disability and leadership
Institute on Disability and Leadership Faculty and the Project LEEDS Advisory Board
Dr. Donald Bigelow, Program Officer
Dwight D. Eisenhower Leadership Development Program
U.S. Department of Education
Dr. Marvalene Hughes, Former Vice President for Student Affairs
University of Minnesota
Dr. John Imholte, Former Acting Vice President for Student Affairs
University of Minnesota
Dr. Marsha Mueller, Evaluation Consultant
Staff of Disability Services, who volunteered their time to support the project
The staff who assisted in the production of the final report:
Melissa Molitor, Student Secretary
iii
PROJECT LEEDS ADVISORY BOARD,
FACULTY, AND STAFF
Susan Aase, M.S., Assistant Director, Disability Services,
University of Minnesota A
Stephanie Agresta, Graduate Assistant, Project LEEDS, Disability
Services, University of
Minnesota +A
Linda Alberg, Associate Dean of Students, Augsburg
College *
Betty Aune, Ed.D., Director
- Project LEEDS, Associate Director - Disability Services, University
of Minnesota +A
Amanda Babcock, Student, University of Texas
at Austin A
Nicholas K Barbatsis, J.D., Grievance Officer, University of
Minnesota A
Michele Berndt Transition Coordinator, Metropolitan Center
for Independent Living *
Wendy Brower, M.A., Training Coordinator, Disability
Services, University of Minnesota *A
Gene Chelberg, Coordinator, Project LEEDS, Disability
Services, University of Minnesota +A
Jaehn Clare, Performance Artist, Minneapolis, Minnesota
A
Terry Collins, Ph.D., Dissemination Editor
- Project LEEDS, Professor - General College,
University of Minnesota +*A
Jaki Cottingham-Zierdt, Director, Health Sciences Minority
Program, University of Minnesota *A
Toby M. Egan, M.Ed., Leadership Program Coordinator,
Office of Student Activities, University
of Minnesota *A
Carol J. Gill, Ph.D., Director, Psychological Research,
Chicago Institute of Disability Research *A
Billy Golfus, M.A., National Disability Awareness Project
A
Curt Griesel, Adaptive Technology Coordinator, Distributed
Computing Services, University of
Minnesota A
Marta Hernandez-Sayeed, M.S., Rehabilitation Planning
Coordinator, Illinois Dept. of
Rehabilitation Services A
Judith E. Heumann, M.P.H., Assistant Secretary, Office of
Special Education & Rehabilitative
Services, United States Department of Education A
Donna Johnson, M.S., Career Services Coordinator, Disability Services,
University of Minnesota A
Sue Kroeger, Ed.D., Principal Investigator-Project LEEDS,
Director-Disability Services,
University of Minnesota +A
K. Charlie Lakin, Ph.D., Director, Research & Training Center
on Community Living, Institute on
Community Integration, University of Minnesota *
Sue Lase, M.S., Accessibility Specialist, Disability Services, University of
Minnesota A
Devora Lomas, Graduate Assistant, Project LEEDS, Disability Services,
University of Minnesota +A
iv
Paul K. Longmore, Ph.D., Associate Professor, Department of History, San Francisco State
University *A
Josef A. Mestenhauser, Ph.D., Professor
- Educational Policy & Administration, Coordinator -
International Education, College of Education, University of Minnesota *
Juan Moreno, Director, Student Diversity Institute, University of Minnesota *A
Sheryl Nefstead, M.Ed., Associate Professor, Center for 4-H Youth Development, University of
Minnesota A
Faye Nelson, President, Disabled Student Cultural Center, University of Minnesota A
June Nobbe, M.A., Director, Office of Student Activities, University of Minnesota *A
Kevin Nutter, Ph.D., Program Director, Career Resources Center, University of Minnesota A
Gage E. Paine, J.D., Associate Dean of Student Services, Students with Disabilities, University of
Texas at Austin A
Rachel Parker, Coordinator, Project PRIDE, PACER Center *A
Cathy Polanski, Innovative Training Director, Family Services, Inc. *
Joy Mincey Powell, Student, University of Minnesota *
Barbara Robertson, Research Assistant, Project LEEDS, Disability Services, University of
Minnesota +A
Maria Elena Rodriguez-Sullivan, Executive Director, National Center for Latinos with Disabilities A
Diane Rubright, Coordinator, Community Service Learning Program, Office for Special Learning
Opportunities, University of Minnesota A
Marj Schneider, Faculty, St. Cloud State University *A
George L. Shapiro, Ph.D., Professor, Department of Speech-Communication, University of
Minnesota A
Eric Sime, M.Ed., Director, Access Services, Anoka-Ramsey Community College *
John Smith, Project Coordinator, Institute on Community Integration, University of Minnesota *
Lisa Sponholz, Student, University of Minnesota *
Kathy Stark, ADA Coordinator, State of Minnesota A
Kaia Svien, M.S., Learning Styles Consultant, Learning Disabilities Resources A
Becky Swanson Kroll, Ph.D., Project Associate, Rainbow Research, Inc. A
Masarah VanEyck, Administrative Fellow, Project LEEDS, Disability Services, University of
Minnesota +A
Cheryl Marie Wade, Performance Artist, Berkeley, CA A
Linda Wolford, M.S., Associate Director, Student Diversity Institute, University of Minnesota A
6
TABLE OF CONTENTS
Executive Summary
1
Introduction
Context of the Project
6
Rationale
7
Conceptual Model
8
Project Components
10
Participants
11
Project Evaluation
12
Activities & Accomplishments
14
Disability and Leadership Curriculum
14
National Institute on Disability and Leadership
18
Regional Site Visits
22
Curriculum Manual
26
Follow-up Technical Assistance
27
Regional Conferences on Disability and Leadership
28
LEEDS Listsery
31
Dissemination
32
Outcomes and Perceived Value of the Project
35
Participants' Satisfaction
35
1994 Institute
3 5
Planning Considerations
37
1995 Institute
3 8
Regional Conferences
43
44
Outcomes
44
Student Participant Outcomes
Professional Staff Participant Outcomes
56
Team Outcomes
67
Institutional Outcomes
69
Conclusion
74
Lessons Learned
74
Recommendations for Replication
74
vi
Appendices
A. Evaluation Methods and Data Collection Instruments
Evaluation Methods
1994 Daily Evaluation of Curriculum and Facilities (sample)
1995 Daily Evaluation of Curriculum and Facilities (sample)
1994 Daily Reflective Feedback Questions
1995 Daily Reflective Feedback Journal
1994 Focus Group Interview Protocol
1995 Focus Group Interview Protocol
Progress Report Form
1994 Retrospective/Follow Up Survey
1995 Pre-Institute Survey
1995 Post-Institute Survey
1995 Follow-up Survey
Needs Assessment Form
Regional Pre-Conference Survey (sample)
Regional Post-Conference Survey (sample)
Regional Conference Daily Evaluation of Curriculum and Facilities (sample)
B
Advisory Board Roster and Meeting Agendas
.
C. Publications
Empowerment through Leadership Education. S. Agresta B. Aune, G. &
Chelberg, Impact, 8(3), Summer, 1995, 22-23
Leadership Literature Review
Disability Culture Literature Review
Annotated Bibliography
Table of Contents and Curriculum Description of Igniting the Power in Disability:
A Leadership Curriculum
Press Release Announcing Applications for Participation in Project LEEDS
Articles Announcing the Institute:
Bridges, the Newsletter of the Disabled Student Cultural Center, Vol. 1 No. 2.
Prometheus, Disability Concerns Newsletter, NASPA, Vol. 2, No. 2.
National on Campus Report, 1994?
Alert, Newsletter of AHEAD, Vol. 17, No. 2.
Disability Dispatch -- Spring 94
Brief -- January 26, 1994
MN Daily -- February 1, 1994
vii
Brief
March 9, 1994
Community -- April/May 94
Latest Developments (SIG)
-- Fall 94
Student Leader
-- January 95
National On-Campus Report
January 2, 1995
The Disability Rag and ReSource
Jan/Feb 95
NASPA Forum -- February 95
Disability Dispatch -- Spring 95
Community -- June 95
Project LEEDS Brochure/Applications (1994 & 1995)
D. Institute
Faculty Rosters (1994 & 1995)
Pre-Institute Readings Cover Sheets (1994 & 1995)
Campus Action Plan Worksheets
Selection Criteria for Participants (1994 & 1995)
Participant Rosters (Names, Titles, and Institutions for 1994 & 1995)
Institute Registration Forms (1994 & 1995)
Institute Schedules (1994 & 1995)
E. Regional Conferences
Regional Conference Schedules
Regional Conference Brochures
F. LEEDS-List Subscription Memo
G
Table of Trainings and Conference Presentations
.
H
Media Coverage of Project LEEDS
.
I.
1994 Institute Evaluation Data Summaries
J.
References
9
viii
EXECUTIVE SUMMARY
Overview of Project
In 1993, the University of Minnesota received a grant from the Dwight D. Eisenhower Leadership
Development Program, U.S. Department of Education, with matching funds from Disability
Services, to develop Project LEEDS: Leadership Education to Empower Disabled Students. The
mission of Project LEEDS was to cultivate and support a cadre of disabled student leaders who
are
grounded in and who derive their leadership identity from the American Disability Culture.
Developing leadership and self-determination skills of students with disabilities is especially
important given current trends in education. Despite legislation providing full access to higher
education for individuals with disabilities, few efforts have been made to prepare youth and young
adults with disabilities to function effectively in leadership roles.
Project LEEDS was uniquely postured to fill this gap in leadership education. Its theoretical model
of leadership was fully informed by competing theories of leadership, with the important additional
level of disability culture. Project LEEDS' conceptual model of leadership was based on current
thinking about leadership development and was placed in the context of the American Disability
Culture. In this model, self-identity and identity with one's peer group serve as a foundation for
leadership development. In addition, an important part of becoming a leader is learning to interact
with other individuals and groups. Students experience alliances between one disabled group and
another, between disabled and non-disabled groups, and between students and staff. Learning to
work with others within systems assists students with disabilities in discovering the power within
themselves, in understanding how organizations work, and in developing leadership skills that
they can use to contribute to the common good.
Project LEEDS included the following components: needs assessments on participating campuses;
readings on disability and leadership issues; national Institute on Disability and Leadership: the
development of a Campus Action Plan for each participating institution; ongoing technical
assistance in implementing the plan; regional conferences; publication of a curriculum manual; and
dissemination of the project model and materials.
The design of Project LEEDS called for the creation of student/staff teams from colleges and
universities around the country. In all, 178 students (disabled and non-disabled) and student
affairs professionals representing 57 institutions participated in Project LEEDS. A wide range of
disabilities were represented in the students and staff participants. Students were both
Project LEEDS
1
10