Return to: U of M Home

Gold University of Minnesota M. Skip to main content.University of Minnesota. Home page.
Expanding the Circle
What's Inside
Other Products
ETC Staff
Contact Us
Home > Resources

Expanding the Circle Resources

Expanding the Circle Survey:
Evaluating the Impact of the Curriculum

A survey has recently been developed for use with students involved in Expanding the Circle curriculum activities. This survey is designed to be administered to students both before and after their participation in the Expanding the Circle curriculum, as a way to track the impact that the curriculum has on their transition skills. The survey assesses students in nine curricular areas: leadership and advocacy, communication and relationships, emotions, goals and planning, career preparation, college preparation, community and culture, communication, and self-management.

Use the Survey with your Students!

Expanding the Circle project staff are interested in hearing from sites that are or will be using the Expanding the Circle curriculum and may be interested in piloting the survey with their students free of charge. Pre- and post-participation data will be analyzed and a report of the results will be provided to help you track your students' progress. Results will also help project staff make improvements to the curriculum and survey. If interested, please contact us.

What results has the survey found so far?

In its developing stages, the survey was given to 30 students in the Outreach to Empower program at the beginning of the project, in February 2004. Findings include—

  • Students appeared to be aware of what goals and expectations are and how their emotions affect their work.
  • Students lacked knowledge of key terms and concepts such as "transition", "self-advocacy", and characteristics of "leadership".
  • Students are also unsure about specific skill sets such as completing job interviews and applying for college and financial aid.
  • Students showed a high level of awareness of what goals and expectations are and they indeed have goals for themselves.
  • Students seemed less sure about the processes that get them from setting those goals and objectives to actually achieving them.
  • Students appeared to be aware of their own communication strategies and able to identify people in their lives who can support them in the transition process.
The University of Minnesota is an equal opportunity educator and employer.