GRANT WRITER NEEDED part 2

Needs

Inputs

Activities

Outcomes

Outputs

Goal 1: Enhance the educational and administrative capacity of Afghan faculty

Project Objective 1.1: Use audited courses, workshops, seminars and mentoring to develop new information and the skills needed to reform pedagogy and curriculum, foster student engagement, and develop effective student-centered teaching skills consistent with international standards.

There is currently no known baseline information on participants.

A program plan is needed to maximize the 10-week program.

Using project funding and Ball State project team experience, the team works with distance technology and uses local Afghan contacts to administer initial assessments to collect baseline data.

Activity 1.1.1: Conduct a needs assessment on the interests, knowledge, skills, and language proficiency of participants

Written summary of the needs assessment;

completed SWOT

analysis; development of an individualized program plan; 100% of participants will have an individualized plan

The project team better understands needs of the Afghan faculty; The project team can design a more impactful program. 12 participants will attend the program each with an individualized program to plan and assign mentors; as a result participants are better equipped to affect change in their home university

Faculty develop opportunities are very limited in Afghanistan and many faculty members have a difficult time obtaining adequate credentials for work in higher education

Members of Ball State project team

travel to India to meet with Indian partners and program participants

Activity 1.2.2: 12 Afghan faculty members from Afghanistan complete in program in India where they take part in workshops, audit classes

12 project participants members attend the 10-week program with 100%

Participation; At least 90% of participants report they are more confident and skilled in their teaching and knowledgeable of curriculum development

Project participants

share their opinions and learn from courses, workshops, and mentors; Participants gain a better understanding of international standards and quality assurance. Project participants will develop syllabi for courses taught that are aligned with quality assurance measures and international standards

Afghanistan has limited professional development opportunities for faculty

Members of Ball State project team host the AFFECT program in India where they host a series of workshops and seminars

Activity 1.2.3: A series of seminars and workshops on topics like conflict resolution, student-focused teaching, developing meaningful course curricula, social justice, equity, gender parity/inclusion, and diversity.

At least 90% of participants report they are more confident and skilled in their teaching and knowledgeable of conflict resolution, student-focused teaching, developing meaningful course curricula, social justice, equity, gender parity/inclusion, and diversity.

Project participants can develop an action plans that includes a wide range of new skills to implement upon their return home. Project participants implement the skills learned in their home institution and discuss the changes with others in Afghanistan

Project Objective 1.2: Afghan faculty will learn best practices in U.S. higher education and how to apply them in the Afghan context.

Afghan faculty have limited opportunities to travel and limited knowledge of the U.S. higher education standards including accreditation and quality assurance

The principal investigator for the project will hold a series of workshop on U.S. higher education

Activity 1.2.1: 12 Afghan faculty members from Afghanistan will attend a series of workshops on U.S. higher education

At least 90% of participants report increased knowledge of U.S. based best practices, accreditation, and quality assurance

Project participants gain a better understanding of U.S. higher education, as well as accreditation and quality assurance. Project participants will implement U.S. based best practices in the Afghan context and share information with colleagues on accreditation and quality assurance.

Needs

Inputs

Activities

Outcomes

Outputs

Goal 2: Develop long-term meaningful relationships

Project Objective 2.1: Project participants will develop relationships and a scholarly network to foster mentorship and long-lasting collaboration

Certain capacities in Afghanistan such as bandwidth for teleconferencing, security for visiting professors, and other factors limit the impact of partnerships with foreign universities and interaction with faculty from other countries.

Members of the Ball State project team

travel to India and work with Afghan faculty on research, teaching, and other activities

Activity 2.1.1: All program participants will be paired with a mentor and provided additional opportunities to collaborate on projects

At least 90% of project participants report they feel comfortable contacting their mentor for support; 90% of project participants report their experience was enhanced and/or more sustainable because of ongoing mentorship.

Project participants develop action plans to implement changes upon their return to Afghanistan and receive meaningful support and feedback from experienced mentors leading to more impactful and sustainable changes. Project participants become more knowledgeable about international standards in higher education as well as quality assurance and work to implement those standards in their home universities

Opportunity for Afghan faculty to collaborate interactively with faculty from other countries is currently limited.

Project staff organize time for reflection and interaction based on participant interest and our initial needs assessment

Activity 2.1.2: Hold a series of interactive break-out sessions with discussions, presentations, and/or panel discussions featuring participants, Indian faculty, and U.S. project staff.

90% of project participants report their experience was enhanced and/or more sustainable because of these discussions

Project participants can discuss their challenges and interests in reforming their curriculum and teaching. These discussion lead to action items and collaborative interaction while trying to overcome challenges and implement change.

Project Objective 2.2: Project participants will engage with academics in their disciplines gain skills in working with different demographic groups in an academic setting.

Afghan faculty currently have limited opportunities to network and collaborate with other scholars in the manner that U.S. faculty due with conferences, journals, and other venues.

Project participants will audit class at O.P. Jindhal and attend a series lectures on issues in higher education; participants will work in groups to practice and share information they are learning throughout the process.

Activity 2.2.1: All program participants will participate in audited courses and a series of lectures and workshops with U.S. and Indian faculty.

At least 90% of project participants report enhanced knowledge of their academic discipline and report a better understanding of international quality assurance standards through engagement with U.S. and Indian faculty and classes.

Project participants can actively engage in learning activities to practice skills and to demonstrate knowledge they are learning throughout the project period. Project participants become more invested in student centered approaches to teaching and will incorporate those skills in their home universities.

Needs

Inputs

Activities

Outcomes

Outputs

Goal 3: Enhance English language proficiency along with the pedagogic knowledge of program participants

Project Objective 3.1: Implement an English language program that involves technology skills and effective teaching in areas with limited access to electronic and online technology.

There is currently no

known baseline

information on the English fluency of program participants

Utilizing Afghan connections project team will conduct

an assessment of language proficiency to develop targeted support

Activity 3.1.1: Improve professional English skill of the teachers through targeted language instruction and project-based mentoring and immersion activities.

At least 90% of participants will demonstrate enhanced English proficiency skills and increased knowledge of project-based learning

Enhanced vocabulary and language skills will enable project participants to more effectively discuss issues related to their teaching, to conduct research in international journals, and communicate with international professionals in their fields.

Professional development activities linked to issues like student-centered learning, leadership development, cultural awareness, and gender-sensitive pedagogy are limited in Afghanistan institutions

Members of the Ball State and O.P. Jindal project

work with Afghan faculty on student-centered learning, leadership development, cultural awareness, and gender-sensitive pedagogy

Activity 3.1.2: Provide professional development through a variety of topics related to student-centered learning, leadership development, cultural awareness, and gender-sensitive pedagogy.

At least 90% of program participants report their knowledge and skills in student-centered learning, leadership development, cultural awareness, and gender sensitive pedagogy has improved

Program participants, after extensive discussions and practice, will have specific strategies for modifying their courses to increase student-centered learning, and gender sensitive pedagogy. In addition they will be able to utilize their leadership development, and cultural awareness to enhance their home institution and professional development

Access to instructional technology and related software in Afghanistan is often limited and impacted by other factors (i.e. limited bandwidth)

Ball State project team conducts assessment of participant’s technological literacy and knowledge of instructional technology

Activity 3.1.3: Using prior experience and needs assessment data the project team develops workshops for instructional technology in areas with limited technology

At least 90% of program participants demonstrate enhanced knowledge of strategies for teaching with technology in areas with limited technology

Extensive practice and discussions will enable program participants to incorporate instructional technology in their courses and to share these strategies with others in their home institution.

Goal 1: Build MSU capacity for postsecondary transition options for students with ID.

Objective 1.1 Establish and implement steering committee of MSU, LEA, and agency partners.

Objective 1.2: Submit program requirements, policies, and procedures for MSU approval.

Objective 1.3. Conduct resource mapping across systems; develop a cost sharing framework.

Objective 1.4: Review and revise program admission, certification, policies, and procedures.

Objective 1.5: Develop housing options for A-STEP students including but not limited to MSU.

Objective 1.6 :Develop and implement systems for tracking program costs including inkind.

Goal 2: Recruitment, transition, and service/support development.

Objective 2.1: Inform students, families, LEAs about PSE and the A-STEP program at MSU. Activity 2.1.1: Develop fact sheets, success stories, posters, videos, and presentations; Activity 2.1.2: Conduct presentations, trainings, and meetings in person and via distance technology; and Activity 2.1.3: Arrange college awareness visits for students and their support networks.

Objective 2.2: Recruit students. Activity 2.2.1: Develop college transition support materials based on resource mapping; Activity 2.2.2: Partner with LEAs to recruit students; and Activity 2.2.3: Support students, families, and teachers in transition using distance technology.

Objective 2.3: Facilitate person-centered transition planning. Activity 2.3.1: Coordinate PSE development; Activity 2:3.2: Bring LEA teachers to campus for training in Connect and Disability Services; Activity 2.3.3: Plan individualized supports with Disability Services and A-STEP during Connect; and Activity 2.3.4: Identify student specific resources across agencies.

Objective 2.4: Enhance existing support to meet student needs. Activity 2.4.1: Adapt Connect Session materials; Activity 2.4.2: Train Disability Services in supports for students with ID; and Activity 2.4.3: Train faculty and student services in universal design and assistive technology

Objective: 2.5: Adapt the GPS LifePlan model for MSU and A-STEP.

Objective 2.6: Develop systems for peer mentors, coaches, interns and practica students. Activity 2.6.1: Establish student practica through MSU departments; Activity 2.6.2: Develop job descriptions, policies, and procedures for peer mentors; and Activity 2.6.3: Design training tools and supervision protocols for peer mentors and practicum students.

Goal 3: Coordinate academic development, course access, and assessment of learning.

Objective 3.1 : Create flexible services and supports for academic inclusion. Activity 3.1.1: Coordinate course selection with PSE plan; Activity 3.1.2: Assist students and faculty to identify how each student will participate and supports necessary to achieve his or her personal goals (i.e., technology; peer mentoring, natural); Activity 3.1.3: Hire, train, match, and supervise peer mentors; and Activity 3.1.4: Monitor student progress and revise as appropriate.

Objective 3.2: Develop protocols to monitor student academic outcomes. Activity 3.2.1: Work with the Coordinating Center to evaluate student and project outcomes; Activity 3.2.2: Compile individual and cohort evaluation data; Activity 3.2.3: Implement data-based midcourse corrections; and Activity 3.2.4: Conduct systematic data collection of post-graduation outcomes.

Goal 4: Promote college and community involvement.

Objective 4.1: Identify student preferences related to extracurricular activities and other aspects of college life. Activity 4.1.1: Provide peer supported opportunities to sample campus extracurricular options and identify preferences; Activity 4.1.2: Match participants to peer mentors who will support inclusion in campus life (clubs, use of athletic facilities, student center, service learning, leadership, and college social activities) and community life (social, leisure).

Objective 4.2: Teach community access skills and self-advocacy . Activity 4. 2. 1: Assess related skill sets (i.e., transportation, socialization, communication, safety, self-advocacy) Activity 4. 2.2 Provide direct instruction and embedded learning experiences to develop related skill sets through GPS LifePlan instruction and peer mentoring.

Goal 5: Support career development and integrated work experiences

Objective 5.1: Identify career interests & employment options in the community where the student plans to live after completing the A-STEP program. Activity 5.1.1: Conduct career planning through PSE plan; Activity 5.1.2: Coordinate benefits planning activities with students.

Objective 5.2: Support integrated employment that matches student preferences. Activity 5.2.1: Conduct job development and job placement; Activity 5.2.2: Identify assistive technology supports. Activity 5.2.3: Provide individualized coaching with systematic fading to natural supports; Activity 5.2.4: Coordinate GPS LifePlan, work based learning, and mentoring to promote self-determination skills including problem solving, goal setting, and self-awareness as a part of each work experience; and Activity 5.2.5: Monitor data and shifts in student’s preferences to allow for redesign of career supports.

Goal 6: Build sustainability, blend resources, and promote program replication.

Objective 6.1: Implement sustainability plan to continue effective matriculation of students. Activity 6.1.1: Embed A-STEP activities in MSU offices and programs; Activity 6.1.2: Access funding sources including LEA, private pay; scholarships; VR; Social Security Work Incentives; and Medicaid Waiver dollars; Activity 6.1.3: Develop framework for cost sharing through resource mapping that invests stakeholders starting in Year 1; and Activity 6.1.4: Apply for approval of A-STEP as an eligible program for Federal financial aid for students with ID.

Objective 6.2 : Evaluate project accomplishments, quality, impact, and costs in cash and inkind

Objective 6.3: Present a poster or breakout session at three or more conferences for families and professionals in secondary and higher education and human services.

Objective 6.4: Provide technical assistance to NDUS colleges and universities, ND Tribal Colleges and Great Plains states lacking programs. Activity 6.4.1: Inform ND Tribal Colleges and NDUS of the A-STEP’s progress and outcomes; Activity 6.4.2: Invite ND Tribal College and NDUS to participate as a replication site; Activity 6.4.3: Provide technical assistance PSEs with colleagues in neighboring states that do not have inclusive programs. (i.e., MT, ID, WY, and SD); Objective 6.5: Participate in conference planning with the Coordinating Center.