• To familiarize the students with the college campus
• To allow students to experience first-hand a freshman English class

• It might be helpful to give them copies of the readings, assignments, etc. that you will be using during the class they will visit.  Try to make these copies available to the students at least one week in advance of their visit.

• Working with the high school teacher(s), select a date for the class visit.  If possible, select a class that will have a variety of tasks to show the students the spectrum of a classroom activities, such as in-class writing, discussion, board work, etc.  Try to plan a class that is more student-centered as opposed to a teacher-centered or lecture class.
• If the class chosen does not already have an interpreter attending, arrange for an interpreter with your university’s disability services office.
• If necessary, arrange to meet in a larger room, making sure that your college students are aware in advance of the change.
• Tell your college students about the classroom visit and encourage them to make the high school students feel welcome.  If this college class has one or more deaf students in it, and this would be ideal, ask the deaf student(s) if they would be available to “chat” with the high school students after class.
• The high school teacher(s) will need to make arrangements for the necessary permits. excuses, and/or transportation services.
• Instruct both your college students and the visiting high school students that the high school students should sit on one side of the room.  Instruct the interpreter to sit on this chosen side, also.
• Select a date for a follow-up visit to the high school as soon after the college visit as possible.
• Since this may be the first time the high school students have visited the college campus, it would be an excellent opportunity for them to tour the campus, either formally with a college representative or informally with you and/or the high school teacher(s).   A tour conducted by a staff member of your college’s disability services office would be ideal.  Make these arrangements in advance of the college visit.

• Arrive at class early to greet visiting students and to make sure that they sit on the side of the room near the interpreter.
• At the start of class, briefly welcome the visiting students and encourage them to ask questions and participate in the class.
• Conduct your class as usual.
• If you do not normally have deaf students in the classroom, be sure to be conscious of the needs of the interpreter and the deaf high school students.
• At the end of class if your schedule and the interpreter’s schedule allow, briefly talk with the high school students and their teacher(s).

Objectives:

• To answer any questions and concerns the students have following the college visit

• Optional: informational brochures about your college (application procedures, entrance requirements, etc.)
• Optional: brochures or handouts from your college’s disability services office outlineing the services available to deaf and hard of hearing students

• Questions prepared by the students prior to the follow-up visit.  These can be in the form of individual lists of each student’s questions or a master list compiled by the classroom teacher(s).  The questions can be generated in a brainstorming/discussion session or by students working individually (in or out of class) on their own questions.

• It might be helpful to begin this visit with a brief summary of  the class they visited.
• Answer students’ individual questions or questions asked by the classroom teacher(s) from the master list.