1. Developing a Student Trainer Program to Enhance Campus Outreach Disability Resource Center 2014 AHEAD Conference

2. Disability Resource Center 2014 AHEAD Conference Sacramento, CA Susan A. Aase, J.D., M.S.Ed. Donna Johnson, M.A., M.S. Disability Resource Center (DRC) University of Minnesota-Twin Cities July 17, 2014

3. Agenda  Introductions/Ground Rules  Learning Objectives  Student Trainer Program Rationale  Student Trainer Program How To  Wrap Up

4. Learning Objectives  Participants will have an opportunity to consider various rationales for developing a Student Trainer Program and learn about some of the benefits such a program can provide to a disability services office, faculty and greater campus community, and students with disabilities.  Participants will take home a “tool kit” of strategies for conceptualizing, developing, implementing and evaluating a Student Trainer Program.

5. Student Trainer Program Overview  Rationale  Recruitment/Selection of Students  Training  Presentations  Evaluation  Outcomes

6. Rationale  Respond to the needs of the college/university community  Frame disability as a natural part of the human experience

7. Rationale  Engage qualified people with disabilities in all aspects of the college/university community  Assist faculty and staff in designing and providing instruction, courses, and programs with all users in mind.

8. Recruitment/Selection of Students  Develop Student Trainer Position Description  Develop Student Trainer Qualifications  Identify Student Trainer Benefits  Get the Word Out

9. Student Trainer Position Description  Participate in three (3), two (2) hour train-the-trainer sessions designed to provide orientation and skill development.  Participate in the production of short individual videos describing the lived experience.

10. Student Trainer Position Description  Participate in doing Disability Resource Center (DRC) outreach activities (e.g., presentations/trainings, panels, orientations, etc.). with DRC staff to promote awareness and educate students, staff, and faculty.

11. Student Trainer Position Description  Participate in a monthly one (1) hour check-in meeting with 5-7 other student trainers as a cohort under the supervision of Student Trainer Program staff.

12. Student Trainer Position Description  This position will start in September and continue through the duration of the fall semester 2014 and spring 2015 semesters contingent upon the success of the project.

13. Student Trainer Qualifications  Should be eligible for services through the Disability Resource Center.  Should have a good academic standing (2.5-4.0 GPA).  Should be comfortable talking about his or her own experience living with a disability.  Should have good communication skills.  Should have some scheduling flexibility.

14. Student Trainer Benefits  Acquire presentation and group facilitation training skills.  Develop confidence as a student trainer.  Gain additional knowledge and experience of topical areas related to disability and accommodations on campus.  Gain professional work experience.  Receive a $25.00 gift card for each assigned outreach activity.

15. Training Participate in three (3), two (2) hour train-the-trainer sessions designed to provide orientation and skill development. Modules include:  Core Disability Topics  Personal Stories  Presentation Skills  Videotaping

16. Training  Participate in regularly scheduled Student Trainer cohort meetings  Process/debrief presentation  Skill building

17. Presentations Student trainers participate in a variety of presentations, trainings, and workshops with staff from the Disability Resource Center and other units from the Office for Equity and Diversity. A key component has been the participation in panel discussions.

18. Panel Discussion 1. Please give a brief introduction about yourself including how your disability condition impacts you and your role as a student and/or employee.

19. Panel Discussion 2. Identify barriers encountered in your academic and/or employment settings and what strategies and/or reasonable accommodations you have used for addressing these barriers.

20. Panel Discussion 3. How does your identity as a person with a disability intersect with other aspects of your identity?

21. Evaluation  Evaluation of presentations  Evaluation of student trainer experience

22. Outcomes  Disability services office  Faculty and greater campus community  Students with disabilities

23. Student Trainer Video

24. Wrap-Up Thank you for your participation! Please complete the evaluation.

25. Thank You! Susan A. Aase, J.D., M.S.Ed. Associate to the Director, Disability Resource Center 612-624-2993 aase0020@umn.edu Donna Johnson, M.A.. M.S. Director, Disability Resource Center 612-624-4120 johns042@umn.edu