Career Advocacy Workshop Series (CAWS) West Coast University

1. Career Advocacy Workshop Series(CAWS) West Coast University Developed by: Janna Bernstein, Brennan Burnett, Briseida Elenes, Melissa Enanoza, Sofia Janney-Roberts, Elizabeth Lilly

2. Program Overview • Partnership with career center and disabilities offices • 15-20 juniors and seniors • Semester program • Every other week • 7 sessions • Mentorship

3. Learning Outcomes • As a result of attendance at all program workshops and professional mentorship, student participants will demonstrate professionalism in their written and interpersonal communication • As a result of attendance at all program workshops, all students will be able to articulate and apply at least three job search strategies or tools specific to students with disabilities • As a result of attendance at all program workshops, students will describe the realistic challenges of their disability including legal concerns and accommodations • As a result of attendance at all program workshops, students will be able to articulate self-advocacy and self-advocacy strategies.

4. Targeted Audience • Juniors and Seniors • Students who identify as having a disability • Open to all types of students with all types of differences

5. Marketing and Advertising • Office's social media • Posters around campus (facilities often used by the target population) • Email blasts • Registration/Advisors

6. Workshop 1: Getting to know you... • Introduction and Objectives • Icebreaker • Complete “Possible Selves” Assessment. Discuss with group and explain coding What is self-advocacy? Discuss readings with students. • What to expect: upcoming workshops and mentorship component.

7. Workshop 2: Legal, Policy, & Rights • Review Disability Rights History • Discussion: Is there anything that surprises you? How familiar were individuals about disability rights? • Discuss laws and policies related to individuals with disabilities • IDEA (Education K-12) • ADA, Section 504 • What does it all mean? • What are your rights?

8. Workshop 3: Job Accommodations • What are job accommodations and how do I know if I am eligible? • Discussion: What is a reasonable request? • Activity: Practice adapting jobs responsibilities and requesting accommodations. • What are accommodations that would benefit you? • What are accommodations that your mentor utilizes? • How do I acquire accommodations? How to make a request and practice. • What if my requests are denied?

9. Workshop 4: Guest Panel • Olivia Jones:Senior, Political Science Major, alumni of the CAWS program. • Graham Murray:Clinical Psychologist and author • Marshall Whitten: • Associate Professor in WCU's School of Business • Myra Allen: Vice President, Los Angeles County Commision on Disabilities • Each panelist will discuss his or her own personal experience with: • Disabilities EmploymentAccommodation • Transition Self-AdvocacyChallenges

10. Workshop 5: Resume, Cover Letter • What is a resume? • Go over Resume Writing Strategies for College Students with Disabilities Handout • Provide Sample Resume • Highlight strengths, mitigate weaknesses • Disclosing disability? • Provide a Sample Cover Letter and review

11. Workshop 5: Resume, Cover Letter Cont. • Activity—Peer Review Resume in pairs • Group Discussion • Discuss Mock Interview for the following workshop • Assign students to either Group A or B • Students will be assigned a 40 minute time slot (20 minutes to interview, 20 minutes feedback) • Email resume so that the professional can devise a few questions beforehand • Bring a copy of resume to the next workshop on Mock Interviews • If you would like extra help on your resume, please make an appointment with our center

12. Workshop 6: Mock Interviewing Mock interviews will be 40 minutes long (20 minutes for the interview, 20 minutes for direct feedback) • Assigned to Group A or Group B • 10 professionals to conduct the interviews (career services, disability services, field professionals • Preparing for the real interview: Self Advocacy and the Interview Process • Decide if accommodations will be needed • Research the company so you can answer the questions • If disclosing, have script prepared, practice, and be confident! • Review handout and discuss • Break

13. Workshop 7: Etiquette Dinner • Introduction to Business Etiquette over a 9 course meal • Topics addressed throughout dinner • First Impressions - impact of a good first impression and how to make one • Body Language - importance of non-verbal communication • Greetings - handshakes, introductions, tips to remembering names • Conversation Skills - "breaking the ice" to escape hatches • Telephone Etiquette - refining a professional telephone presence • Correspondence Etiquette - email tips, personal note writing (emphasis on thank you notes and building customer rapport) • Business Attire/Image - importance of dress and image • Business Entertaining Tips including common mistakes • Dining Tips - ways to display "polished" dining skills, restaurant etiquette • Closing - the visibility of business etiquette in the workplace

14. Mentor Component Mentors are local working professionals with disabilities. CAWS Mentor Program Activities: • Informational Interview • Mentee will make initial contact to arrange meeting time. • Informal meeting: Get to know your mentor and discuss your personal goals. • Job Shadow • Observe your mentor on-the-job. • Make note of accommodations, challenges, daily routine, accomplishments.

15. Assessment & Program Evaluation • Pre- and post-test assessment • Interview • Notes • Coding • Program evals

16. Sample Assessment Questions Pre-test Assessment • Can you tell me all the steps you would take to apply for a job or internship? • Probes: who, what, when, where, how • How would you define a reasonable accommodation in the workplace? • What is self-advocacy? Post-test Assessment • (Provide a sample job or internship) Please tell me how you would analyze this job for • Accommodations specific to your disability • Tailoring your resume, cover letter, and interview • Can you tell me all the steps you would take to apply for a job or internship? • Probes: who, what, when, where, how

17. Sample Program Evaluation On a scale of 1 to 10, 10 being highest and 1 being lowest, please rank the following. This workshop was helpful. 123 4 5 6 7 8 910 I enjoyed this workshop. 1 2 3 4 5 6 7 8 910 I learned something at this workshop. 1 2 3 4 5 6 7 8 910 I liked the presentation format. 1 2 3 4 5 6 7 8 910 I liked the speakers. 1 2 3 4 5 6 7 8 910

18. Questions?

19. References • Burgstahler, S. (2001). A collaborative model to promote career success for students with disabilities. Journal of Vocational Rehabilitation (16) 209-216. • DREDF: Disability Rights Education and Defense Fund (2012). Retrieved December 5, 2012 from http://www.dredf.org/. • Employees' Practical Guide to Negotiating and Requesting Reasonable Accommodations Under the Americans with Disabilitieis Act (ADA). (n.d.). JAN-Job Accommodation Network. Retrieved December 5, 2012, from http://askjan.org/Eeguide/IBasics.htm. • Fordham University. (2012). Dining with etiquette. Fordham University Hospitality Services. Retrieved from http://www.fordham.edu/images/Facilities/food/pdfs/etiquette2.pdf • Goldhammer, R., & Brinckerhoff, L.C. (1993). Self advocacy skills for students. National Center for Learning Disabilities. Retrieved from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CEQQFjAC&url=http%3A%2F%2Fwww.moorparkcollege.edu%2Fservices_for_students%2Faccess%2FSelf.doc&ei=_z26UMnxDtHwigK84IG4Aw&usg=AFQjCNEbl4J9inAwwMu6zugUjC8AtL2HdQ&sig2=Kf6kQ9PHwXkKB68PCE5z2w • Inclusion International. Understanding and supporting self advocacy. Retrieved from: http://www.inclusion-international.org/wp-content/uploads/Annex_B-Working_with_Self_Advocates-Toolkit1.pdf • Izzo, M., & Lamb, M. P. (2002). Self-determination and career development: Skills for successful transitions to postsecondary education and employment. Unpublished manuscript. Retrieved from: http://www.rrtc.hawaii.edu/documents/products/phase2/pdf/062d(1)-H01.pdf • La Follette School of Public Affairs. (2012, September 17). Dining etiquette program. Career Development: Handouts. Retrieved from http://www.lafollette.wisc.edu/careerdevelopment/handouts/DiningEtiquette.pdf • Oyserman, D. (2004). Possible selves citations, measure, and coding instructions, Institute for Social Research- University of Michigan. Retrieved from: http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&sqi=2&ved=0CDUQFjAA&url=http%3A%2F%2Fwww.sitemaker.umich.edu%2Fculture.self%2Ffiles%2Fpossible_selves_measure.doc&ei=7lG6UPviAcjmigLKvYAo&usg=AFQjCNGYwOMTxk86UBySHy0DpUEt6g7jUA&sig2=lAndlwj_9GJ4UhB5BSVYqg • Pocock, A., Lambros, S., Karvonen, M., Test, D. W., Algozzine, B., Wood, W., & Martin, J. E., (2002). Successful strategies for promoting self-advocacy among students with LD. Intervention in School and Clinic (37)4 209-216.