Discovering Our Pasts

1. Discovering Our Pasts Using Archival & Oral History Research in Disability Services Adam Crawford & Katheryne Staeger-Wilson The Ohio State University / Missouri State University 7/16/15

2. Agenda • Introduction • Importance of Diverse Histories • DRC Archive/Oral History Research Project • Project Design • Literature Review • Results • Themes • Limitations • Application to Your Work • Q&A

3. Introduction • Adam Crawford • Counselor, Student Life Disability Services, The Ohio State University • M.S. Student Affairs in Higher Education • B.S. Sociology • Katheryne Staeger-Wilson • Director, Disability Resource Center, Missouri State University • Board Member: • Society for Disability Studies • Association on Higher Education and Disability (AHEAD) • Southwest Center for Independent Living

4. Preface • We are not professional researchers • This project is neither comprehensive nor complete • Interactional Model Approach

5. Learning Outcomes • Participants will… • Understand the value of archives and oral histories in preserving disability services history. • Understand the research design and results of the MSU DRC Archive/Oral History Research Project. • Learn strategies for implementing/utilizing archives and oral histories in their own work.

6. Importance of Disability Histories

7. Reflection Activity As we go through this presentation, reflect on the following: • How is history used at your institution to communicate culture, values, tradition, priorities, community, etc.? • How is disability represented in your organization’s espoused history? • If there is a lack of disability history at your institution, what are the effects of these gaps in knowledge?

8. Importance of Diverse Histories • Changing demographics Value of diversity Increase in HEGs Increase is disabled students • Learn from our past to create change What has worked or didn’t work Allies • Identity pride (student development) Building pride Disability studies

9. Oral History • “Oral history is the collection and recording of personal memoirs as historical documentation.” (Texas Historical Commission) • discourse normally not documented • emphasizes significance of personal experience • Fosters appreciation for little-known lifeways and people • meant for meaning-finding

10. DRC Archive/Oral History Project

11. DRC Archive/Oral History Research Project • Began in Fall 2012 • Realization that history of disability services/culture missing • Research Questions: • How has disability services and culture evolved at Missouri State University? • What were the experiences and perspectives of disability services professionals at MSU? • What were the experiences and perspectives of disabled students at MSU?

12. Project Design • Literature Review • Disability services philosophy • Oral history examples • Special Collections & Archives • MSU Student Newspaper - The Standard • Used to identify key events & potential interviewees

13. Project Design • Oral History Interviews • Past and present disability services providers • Past and current students • Followed Texas Historical Commission guidelines • Appx. 1 hour each • Semi-structured questions • Consent Forms • Tape recorded, transcribed

14. Oral History Questions Professionals: • How did you first become involved with disability-related job duties at Missouri State University? Had you planned to have a career in a disability-related field? • What services or resources were provided? How were accommodations determined? • How would you describe your professional philosophy while working on disability issues? The office’s philosophy? • What were some challenges you faced in your work? • Are there any events related to disability on campus that stick out in your memory?

15. Oral History Questions Students: • How would you characterize the philosophy and attitudes of the disability resource professionals you worked with? How did it compare to other schools? • Did you feel that the accommodations you received through the DRC were satisfactory? Why or why not? • What were some challenges you faced related to your disability at MSU? Was it resolved? If so, how? • Did you feel that students with disabilities were a welcome part of the campus community? • Are there any events related to the DRC or disability that stick out in your memory?

16. Project Timeline • Fall 2012: • IRB Approval • Literature Review • Start archive search • Spring 2013: • Continue archive search • Conduct interviews • Fall 2013: • Interview transcripts completed • Spring 2014: • Data analysis

17. Literature Review

18. Literature Review: Summary • Medical vs. Interactional Model • Research on disabled students in higher education lagging • (Peña, 2014) • Students empowered by interactional model. • Important for DS offices undergoing paradigm shift to reflect on values, implementation, and connection to disability studies • (Thornton & Down, 2010)

19. Literature Review: Summary “We must begin to apply the theories and knowledge emerging from disability studies to the way that universities frame and respond to disability in academic, research, and service efforts. This is a necessary first step, if a university is truly to serve as a catalyst for social change, an engine of economic development, and remain at the vanguard of inquiry and generation of knowledge.” (Straus & Sales, 2010, p.80-81)

20. Results

21. 1970s • 1973: • Rehabilitation Act of 1973 becomes law. • Todd Morris, Director of Student Financial Aid, serves as liaison for disabled students for appx. 5-8 years • 1974: • First disabled student organization founded, w/ Todd as Advisor • 1976: • Front page issue on SMSU not meeting disabled students’ needs

22. 1970s • 1976-1979: • Linda Johnstone, first significantly disabled student (cerebral palsy) to live on campus • 1978: • First “Handicap Awareness Day” at MSU • Brainchild of Marsha Reed

23. 1970s • PDF/audio/quote

24. 1970s • PDF/audio/quote

25. 1980s • 1980s: • Graduate assistantship created for disability services • SWS features several special interest pieces on disabled students • 1984: • Learning Diagnostic Clinic founded by Dr. Virgil McCall and Dr. Sylvia Buse (Psychology Department)

26. 1980s • Late 1980s: • Dr. Chris Craig (currently Associate Provost, Faculty & Academic Affairs) attends MSU as a grad student • 1987: • Handicapped Student Services Committee advocating for more campus accessibility • 1989: • SWS op-ed chastises MSU for not doing more for accessibility • Mike Jungers (Dean of Students, retired) takes over supervision of GA for disability services

27. "I don't believe that our students with disabilities were being well served. I don't believe  that the University was being well served. And I am not alone in saying that, I know. I would say that students with disabilities were for the most part very marginalized, almost invisible. There were some of us who, you know: They are students too! And the obstacles were far greater than they are now." Southwest Missouri Standard (9/29/89): Mike Jungers, Dean of Students, retired

28. 1990s • 1990: • ADA becomes law. • 1994: • Mike Jungers becomes first full-time DS coordinator • 1995: • MSU fails to meet ADA deadline • Joe Ryan (student) threatens to sue university • 1996: • Dr. Steve Capps hired as Assistant Director of LDC

29. 1990s • 1997: • Access in Motion (student org) advocates for snow removal policy, kneeling buses, etc. • Jana Estergard hired as DS coordinator • 1998: • Dr. Capps hired as LDC Director • Late 90s: • Web access becoming prominent issue • MSU gaining reputation as good place for blind students

30. PDF/audio/quote

31. "When I started we didn't have a graduate assistant; I had a few student workers. Our office was actually in what at the time was called New Hall—I think it's called Hutchens House now—because they were renovating the union. So we ran Disability Services out of, basically, a dorm room. Just a room in-- and I'll never forget, in the bathtub, because we had a bathroom in this -- it was just a guest room. We were working out of 108 in Hutchens House, and we had boxes and stuff. They turned the water off to the bathtub so we wouldn't get things- (laughter)- destroy things. The bathroom was basically our storage room. And everything was in one room.” Jana Estergard, Former Director, DS

32. 2000s • 2001: • Katheryne Staeger-Wilson hired as Director of DS • Megan Shadrick begins attending MSU • 2006: • First “SUCCESSability Award” awarded at MSU • 2007: • Delta Alpha Pi founded • DS & KSW win Inclusive Business of the Year Award from SCIL • 2008: • ADA Amendments expand definition of disability for more inclusion • 2009: • “Disability Services” → “Disability Resource Center” • Department of Residence Life embraces universal design principles

33. “Through my work with the universal design leadership programs and AHEAD that I was doing, it really reinforced my feelings about disability culture, reframing disability and how we think about it. And of course being from a Master’s in Social Work program, social justice is always in my mind. I am always thinking about it. So I saw disability as an integral part of our diversity on campus. It should be valued. It should be an identity group that’s recognized, valued, and wanted; not necessarily disability as an individual problem that somebody has.” Katheryne Staeger-Wilson, Director, DRC Dr. Chris Craig, Associate Provost "I want to reiterate the fact that I think that MSU has a great culture for supporting people with disabilities. They’ve always supported me. I mean, I've worked through the system. I've gone from assistant professor to associate provost here with some pretty amazing support. I've never been - to my knowledge- held back in any way because of my disability. I also think that this place has supported some innovative programs, so I'm grateful to faculty, staff, and administration for all they've done.”

34. 2010s • 2011: • SGA resolution passes supporting UD principles • Megan Shadrick hired as Associate Director DRC-ATC • 2012: • Foster Recreation Center opens with many UD features • 2014: • Disability Studies minor approved at MSU

35. 2010s • Current Student Roundtable (2013): • MSU better than a lot of other schools for disability services • DRC uses mostly social model; MSU & policies still mostly medical • Problems were with individual faculty • TRIO a vital resource • Internalized stigma still a struggle • Some accommodations stick out like a sore thumb; UD is better • Thankful for DRC

36. "But the main thing I really wanted to revamp was how we were perceived on campus, and the philosophy of the office. I really wanted to move away from the 'we're here to serve you and provide you assistance'  because, you know, it doesn't teach anybody any kind of lifetime skills when you just assist them. So I really wanted to move toward that model of being a resource and providing those skills that they can use now and take with them when they're gone. I wanted us to be perceived as that for both faculty and students - more of a resource, not a service provider." Megan Shadrick, Associate Director DRC-ATC Current MSU Student “I know for me at least, I’m uncomfortable at times facing disabilities because of my fight against my own and whatnot, and so while there’s, you know, a general acceptance of disability with just the general population on campus, it’s the individuals within this own community accepting their own things that I think [is] a big contributor to [low participation] in those disability pride groups. It was a big question whether or not I could bring myself to come to this today; [I] forced myself to come.”

37. Themes • Disability services/culture impacted by national trends and developing models of disability • SGA, Recreation Department have always been strong allies • Self-advocacy consistently a vital skill for students • Students appreciate social model and UD • DRC is a leader in social model paradigm shift • Students’ identity struggles • Consistent challenges: • Resources • Staffing • Space • Snow Removal

38. Limitations • Lack of expertize in archiving/oral history research • Limited scope/resources • Some interviewees still employed by MSU

39. Application to Our Work

40. Discussion Activity Break into groups and discuss: • What benefits can history research and preservation bring to our work? • What are some challenges with implementing these practices into our work? • What are some strategies for overcoming these barriers?

41. Application to Our Work • Better understand how disability culture and history has shaped your office and institution • Identify origins, patterns, and/or themes in your work • Helpful in developing strategy • Discover points of pride • Testimonials for marketing materials

42. Tips • Partner with university/local library for archiving • Include students with disabilities in process • Use resources/guides available online • Incorporate into existing office processes • Staff exit interview • Annual student roundtable (assessment) • Partner with faculty

43. Q&A

44. References/Resources • Oral History Guidelines (Texas Historical Commission): • http://ftp.thc.state.tx.us/publications/guidelines/OralHistory.pdf • The Standard Archives: • http://digitalcollections.missouristate.edu/cdm4/browse.php?CISOROOT=/Standard • DRC Philosophy: • http://www.missouristate.edu/disability/Philosophy.htm • Disability Oral History Toolkit: • http://cilt.ca/toolkit.aspx • Literature Review: • Guzman, A. & Balcazar, F. E. (2010). Disability services’ standards and the worldviews guiding their implementation. Journal of Postsecondary Education and Disability. 23(1). • Peña, E. V. (2014). Marginalization of published scholarship on students with disabilities in higher education journals. Journal of College Student Development. 55(1). • Strauss, A. L. & Sales, A. (2010). Bridging the gap between disability studies and disability services in higher education: A model center on disability. Journal of Postsecondary Education and Disability. 23(1). • Thornton, M. & Downs, S. (2010). Walking the walk: Social model and universal design in the disabilities office. Journal of Postsecondary Education and Disability. 23(1).

45. Thank you!