Robyn Weiss, Director Lakshmi Clark-McClendon, Senior Disability Specialist

1. Global Reach Academic Success Program (GRASP): Online Learning for Students with Disabilities Around the Globe Robyn Weiss, Director Lakshmi Clark-McClendon, Senior Disability Specialist Michelle Witman, Learning Consultant New York University, Henry and Lucy Moses Center for Students with Disabilities

2. Session Overview • Introductions • Distance Learning Overview • NYU Global • The Development of GRASP • The GRASP Curriculum • Interactive Demonstration • Wrap-up

3. Distance Learning • Over the last ten years, distance learning has become an increasingly popular way for colleges to provide access to their programs and for students to learn. • Instructors from grade school to college are using distance learning to teach students all around the globe.

4. What is Distance Learning? • There is a separation between the instructor and the student due to location or time differences. • Learning is taking place outside of a traditional classroom setting. • Electronic means, such as the internet, are used to bridge these differences. Distance learning can utilize other technology (including television, DVDs, teleconferencing) but the immediacy and functionality of web learning makes it most popular.

5. Advantages of Distance Learning Students can access degrees they might not otherwise be able to pursue: • With distance learning comes flexibility. Balancing work, life and school can be made easier. More Cost Effective: • Prices for online courses are generally cheaper than their on-campus counterparts. Users do not have to commute or quit their jobs. Global Reach: • Distance learning provides instructors with the ability to reach students who are in geographically separate locations.

6. Disadvantages of Distance Learning Lack of social interaction: • Although there is some social interaction available through discussion boards, instant text messages and e-mails, the online classroom is very different from a live classroom. What Type of Learner are You? • If you are someone who suffers from procrastination or needs more consistent faculty support, distance learning may not be for you. Are you Comfortable with Technology? • Make sure you feel comfortable working with computers and with online programs before you sign up for a class.

7. NYU/SCPS and Distance Learning • Since 2008, NYU-SCPS has experienced a more than 150 percent increase in its online offerings, emerging as the NYU leader in distance learning. They are continuously expanding course offerings and developing new channels through which to bring instructors from around the globe into the classroom. • NYU-SCPS offers over 400 online courses per year, including two adult undergraduate degree programs, three graduate masters degree programs, several graduate certificates and many non-credit courses.

8. NYU Global

9. Scope of Global Programs • NYU leads all universities in students studying abroad; over 40 percent of our undergraduates now study abroad (~4000 each year).

10. Global Program Sites Study Abroad Sites (Global Academic Centers) • Florence - 800 • London - 650 • Paris - 360 • Prague - 345 • Shanghai - 260 • Buenos Aires - 200 • Madrid - 180 • Berlin - 100 • Ghana - 90 • Tel Aviv – 80 • Sydney, Australia** • Washington, DC**

11. Freshman Students Abroad • Florence • London • Paris • ~300 per year – 50 Non-NYU

12. Semester-Long School-Sponsored Programs Tisch School of the Arts: • Ireland • Cuba • South Africa Steinhardt School of Culture, Education and Human Development • Mexico Faculty of Arts and Sciences • Egypt

13. Degree Granting Branch Campuses • NYU Abu Dhabi • TSOA Asia • NYU Shanghai (*2013)

14. School Sponsored Trips • 2-8 week short term school trips • CAS Scholars • Intersession (winter and summer) • Steinhardt Honors

15. Relevant Statistics • U.S. student participation in study abroad has more than doubled over the past decade; 260,327 students studied abroad for academic credit in the 2008/2009 academic year (Open Doors Facts, 2010). • Eleven percent of all undergraduates in higher education report having a disability, a percentage that has tripled in the last two decades (U.S. Department of Education, National Postsecondary Student Aid Studies, 2008). • Existing data suggests an increase from 2.6% to 3.6% increase in the number of students with disabilities who study abroad in the 2006-2007 and 2007-2008 academic years * (Open Door Facts, 2009). Breakdown by Disability Type Learning Disability/ADHD    48.1% Mental Health Disability24.6% Other Disability                15.0% Physical Disability              7.2% Sensory Disability             5.1% • 1,874 students with disabilities studied abroad in 2008/09 (of students registered with their campus disability office and of institutions who report statistics) • Between 2008 and 2009 there was nearly a 50% increase in NYU students registered with CSD studying abroad

16. Challenges to Accommodating Students with Disabilities Abroad • Architectural barriers • Cultural differences regarding disabilities • Lack of adaptive devices abroad, or different devices • Securing certain accommodations • Lack of knowledge about study abroad opportunities • Financial concerns • Potential isolation abroad

17. The Development of GRASP

18. The Development of GRASP cont. • GRASP was developed in an effort decrease the potential isolation of students by building a cohesive, global community of learners who want to stay connected and increase their effectiveness as a student. • Increase access to study abroad for students with disabilities

19. The Development of GRASP cont. • CSD partnered with NYU School of Continuing and Professional Studies (SCPS) Distance Learning • Through the use of Epsilen and Wimbatechnologies (a live classroom), students can participate in a synchronous and asynchronous learning environment. • Once or twice a week, participating students log on to the platform from their respective global site and participate in a lesson targeting a supplemental learning strategy. • Students also have the opportunity to use the platform to connect asynchronously via discussion threads, e-mails and blog posts and can follow up one-on-one with the facilitator.

20. The GRASP Curriculum

21. Based on the work of Lev Vygotsky • The Zone of Proximal Development • In a nutshell--going in for individualized lifts: • What do you own? • What do you need to own? • What tangible strategy can I provide to help give that nudge/push? • Support the implementation • Becoming a reflective learner

22. Outline of a GRASP Session • Check in • Reflection on previous week’s lift • Hook • 10 Minute Presentation a. Introduction/Definition of Topic b. Impact on the Global Student c. Presentation of Potential Strategies • Breakout Discussion (personal application) • Whole Group Discussion • Reflection: Selecting a Lift • Scheduling a 1:1 appointment

23. Development of Topics • Ensuring the students’ voices are heard in the development of curriculum • via 1:1 sessions • via assessment tool • Topics include: note-taking, procrastination, tackling text books, paper writing, increasing ownership on exams, universal problem solving

24. Interactive GRASP Demonstration

25. Questions and Comments mosescsd@nyu.edu