TY - JOUR
T1 - Project SASI
T2 - A community engagement project to increase recruitment and retention of professionals working with students with sensory impairments in rural and remote schools
AU - Davis, Christopher S.
AU - Pogrund, Rona L.
AU - Griffin-Shirley, Nora
N1 - Funding Information:
sources. First, qualitative data is available from personal reports of stakeholders involved in the processes above: the grant-writing team from the university, mentors, researchers, graduate students, and community partners. Second, documents were analyzed for information about project goals. Documents included end-of-year reports and a final overall project report on grant activities submitted to the funding agency, minutes from collaborative partner meetings, and mentor logs. Quantitative and qualitative data were collected in three surveys. One survey was sent to stakeholders (CPs, project advisory board members, etc.) partway through the project seeking formative data to use for project improvement. The second survey was administered to graduate students upon completion of their program and focused on satisfaction with their program and also addressed the intent to remain in the identified need area after certification. The third survey was sent to employers of program graduates.
Publisher Copyright:
© 2020 by the University of Georgia.
PY - 2020/5/1
Y1 - 2020/5/1
N2 - Project SASI (Students with Autism and Sensory Impairments) tested the use of community engagement strategies to increase recruitment of professionals working with students with sensory impairments in rural and remote communities to address personnel shortages in these areas. The project was based on the intersection of high-impact strategies for recruitment of teachers in rural regions and a model of engaged scholarship for creating reciprocal learning relationships between faculty and communities. The project incorporated community engagement strategies before and during coursework, as well as a postfunding sustainability plan. Findings suggest overall satisfaction with the project and that professionals prepared with these connections to the community intended to remain in the region for many years. Further research is necessary to understand how individual components of engagement, as well as long-standing relationships between communities and faculty members, contribute to continued recruitment and retention of professionals working with students with sensory impairments.
AB - Project SASI (Students with Autism and Sensory Impairments) tested the use of community engagement strategies to increase recruitment of professionals working with students with sensory impairments in rural and remote communities to address personnel shortages in these areas. The project was based on the intersection of high-impact strategies for recruitment of teachers in rural regions and a model of engaged scholarship for creating reciprocal learning relationships between faculty and communities. The project incorporated community engagement strategies before and during coursework, as well as a postfunding sustainability plan. Findings suggest overall satisfaction with the project and that professionals prepared with these connections to the community intended to remain in the region for many years. Further research is necessary to understand how individual components of engagement, as well as long-standing relationships between communities and faculty members, contribute to continued recruitment and retention of professionals working with students with sensory impairments.
KW - Community engagement model
KW - Rural scholarship
KW - Sensory impairments
KW - Teacher recruitment
UR - http://www.scopus.com/inward/record.url?scp=85084609490&partnerID=8YFLogxK
M3 - Article
AN - SCOPUS:85084609490
VL - 24
SP - 97
EP - 112
JO - Journal of Higher Education Outreach and Engagement
JF - Journal of Higher Education Outreach and Engagement
SN - 1534-6102
IS - 1
ER -