The Mosaic program is made up of four primary components. Each of these works in concert with the other to provide a comprehensive program. The components of the Mosaic program include (1) A credit bearing course with a fully established curriculum with a letter grade attached, (2) Coaching, (3) Peer/Faculty Mentoring, and (4) Required supervised study hours.
(1) Credit Bearing Curriculum: This curriculum is made up of four year-long courses dedicated to the development of the social skills needed to navigate through a college career. Each subsequent year builds on the skills developed during the previous year. The curriculum is written and structured based on the latest research in the field.
Year 1: Charting the Course: Navigating the social roadmap of college
This year focuses on the transition into college and becoming independent. The curriculum has components regarding understanding ASD and the impact, developing independence, self-advocacy, and navigating the different levels of relationships at college among other topics.
Year 2: Discovering a new path: Rerouting your view
The curriculum for this year focuses primarily on reframing the students’ view of ASD and seeing the truly positive qualities that often get lost among the difficulties. In addition, students focus on the unwritten social rules and develop tools for how to manage these rules that are so difficult to navigate.
Year 3: Trekking the summit: Exploring the trail from school to career
The curriculum for this year builds on the newly developed view of the students’ individual strengths and builds on developing an understanding of how these strengths can work best in the school and work environment. In addition, students learn to recognize strengths in others to best navigate how to build effective teams. Students then explore academic major choices, work experience, job shadowing, internships, mock interviews, and resume building as tools to better prepare themselves for the work force.
Year 4: Defining the journey: Arriving at your career destination
The focus of this year is to build on all the pieces of the career puzzle. Helping students recognize how all the parts work together to make them marketable is vital. The focus of this year is real work experience through job shadowing, supervised internships, volunteer experience, career fairs, and major internships. This is achieved while providing the very direct and structured feedback needed to develop good soft skills for the work place.
(2) Coaching: Participants in Mosaic meet with a coach each week to develop academic and social skills. Each session with a coach is focused on the individual needs of each student at the time of the meeting. Some students may meet two times per week while others meet once per week. During each session, students discuss course requirements for other classes, time management difficulties, grade accountability, roommate difficulties, communication difficulties, confusion about requirements, etc. Grades are checked with the student frequently to help monitor academic progress throughout the semester. Coaches and program staff develop partnerships throughout campus to help support students.
(3) Peer/Faculty Mentoring: During the first two years of the program, students are partnered with a trained peer mentor who is a student who displays leadership and social understanding on the college campus. In addition, these mentors have either a desire to learn about ASD or have an existing knowledge about ASD. As students progress into the junior and senior levels of education, the mentoring focus shifts to faculty in their designated majors. These faculty members serve in the role of networking, professional development guides. Again, offering very direct feedback about the needed skills and introducing students to the real life application of their gained knowledge in the field helps to set them up for professional success.
(4) Required supervised study sessions: Participants in Mosaic are required to complete no fewer than four hours of study sessions in the Disability Resource Center per week. When reporting to study hours, students inform coaches of what he or she will be studying during the timeframe. At the end of the study session, the student then reports what he or she accomplished. This allows the coaches to determine if students are making use of good study habits, or if there are distractions interfering. This time requirement also allows for students to naturally develop support systems to help themselves and others in the community. Evening study hours are available two days per week.