Background
In the fall of 1995, a “teachable moment”
occurred when the first (self-identified)
LD writing fellow was selected: an
important “first” which would serve as a
catalyst for cooperation and innovation
between the Office of Disability Services
(ODS) and the Writing Center at Barnard.
ODS Director Susan Quinby, LD Specialist
Jo Ellen Gordon (BC ’71), and Writing
Center Coordinator Lauren Fitzgerald met
to discuss and delineate ways that the
two programs could work together to
help all students—including those with
alternative learning styles and diverse
learning disabilities.
In the spring of
1996, needs assessments were given to
both LD students and writing fellows—
with feedback used in the development of
awareness
workshops
offered
to
interested fellows from 1996-2000. In
1998, a Barnard presentation made at
the annual CUNY Conference on Writing
Centers
received
an
overwhelming
response—leading
to
a
cohesive
curriculum unit. In the fall of 2000, the
pilot for Project OWL was launched which
now includes six workshops and a final
feedback session for all participants.
Although originally focused on LD/ADD
issues, Project OWL is responsive to the
needs of students with a variety of
disabilities and the basic curriculum can
be modified as needed (e.g. session on
assistive technology). A Writing Fellows
in Residence program (WFIR) designated
for ODS students was added in 2006.
Project Owl: Sample Curriculum
Session #1: Truth or Dare: Do you have
misconceptions about what constitutes an LD?

Part I of a two-part video facilitated by the
charismatic LD specialist Richard Lavoie will
enable you to experience the frustration,
anxiety, and tension often associated with LD.
Using a K-12 audience of educators, parents
and students, Lavoie demonstrates how
problems in processing and perception can
affect learning—and how LD students can be
assisted in becoming better academic risktakers.
Session #3: On the road again…


Increase your awareness and understanding
of LD by taking our awareness quiz, “What’s
Your LS/LD* IQ?” (*learning style/learning
disability) For example: Some people have a
learning disability… all people have a learning
style: True or False? Dr. Howard Gardner’s
multiple intelligences framework is addressed.
Session #2: Do you know the way to FAT City?

Session#4: LD—Nightmare on Broadway
Part II of FAT City illustrates the difficulties
associated with visual motor coordination
problems, the importance of understanding
the context of what is read, and the impact of
poor oral expression on achievement in both
classroom and extracurricular situations.
Includes a poignant discussion of the
controversial issue of fairness—and what
constitutes a level playing field when
working with LD students.
Through role-playing and a discussion of
relevant articles, we discuss the emotional
and physiological correlates of LD.
In
addition to exploring the fear of selfidentification of an LD to one’s peers, we’ll
consider the impact of an LD on insecurity,
social awkwardness, problems with selfesteem, obsessive behavior and intimacy.
The session will be co-facilitated by Karen
Winkler, psychologist and Director of
Barnard’s Well-Woman Program.
Session #5: Not Using a Cookbook:
It’s a Good Thing!

Think of this session as “Brainstorming
101.”
Expanding your repertoire of
strategies and techniques will help you to
work with students experiencing a wide
range of difficulties. Successful intervention
strategies require an eclectic approach—so
come prepared to discuss proven techniques
and generate novel ideas on how to reach
students by working via their strengths.
Session #6: Can We Talk?

What works—and what doesn’t—for LD
students who have used the Writing Center?
Find out from the source as current Barnard
students with disabilities engage in a frank
and lively dialogue on access tips/strategies
that work for writers with disabilities and
writing fellows who support them.
What previous participants have
said about Project OWL
“These sessions have helped to de-mystify
and de-stigmatize LD.”
About WFIR Sessions
WFIRs and students with disabilities
interact in a collaborative one-to-one
exchange. Sessions target writing skills
such as

generating ideas
“The OWL program was both practical and
valuable.”

narrowing
themes
“Participating in OWL keeps me fresh.”

outlining the body of the project

aligning themes with details and
other supportive information.
“Hearing the voices and reviewing the
writing samples of students with learning
disabilities was a highlight.”
“I wish all fellows could participate in this
program.”
“I am now more aware of different learning
styles.”
topic
and
developing
Project OWL:
Options in Writing
and Learning
a collaboration between the
Office of Disability Services
and the Writing Center
at Barnard College
Sessions are held by appointment or on
a drop-in basis. ODS students may also be
assigned a personal WFIR, as needed. Call
212/854-4634 for more information.
Project OWL Advisory Board
Pam Cobrin, Director
Writing Center
Okie Hrycak, LD Coordinator
Disability Services
Susan Emery Quinby, Director
Disability Services
For more information:
www.barnard.edu/ods
212/854-4634 (voice/TTY)
Office of Disability Services
Barnard College