1

Table of Contents

Problem Statement………………………………………………………………… 3
Mission Statement…………………………………………………………………. 4
Program Goal……………………………………………………………………… 4
Program Objective………………………………………………………………… 4
Introduction……………………………………………………………………….. 5
Epidemiological Assessment……………………………………………………… 6
Behavioral Assessment……………………………………………………………. 9
Behavioral Objectives…………………………………………………………….. 11
Environmental Assessment………………………………………………………. 12
Resource Objectives……………………………………………………………… 14
Educational Assessment………………………………………………………….. 15
Learning Objectives………………………………………………………………. 17
Educational Strategy……………………………………………………………… 18
Informative Lunch & Learn C.A.R.E Lecture………………………… 19
Educational Panel of mTBI/concussion survivors…………………….. 20
Brain Injury Awareness Month Tabling……………………………….. 21
Administrative Assessment……………………………………………………… 22
Budget……………………………………………………………………………. 24
Evaluation Measures…………………………………………………………… 27
Pre/Post Knowledge Survey…………………………………………………….. 28
Marketing………………………………………………………………………… 29
Planning Commitee……………………………………………………………… 31
References…………………………………………………………………………33
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Problem Statement

The number of college and university students who are presenting with a concussion and

not receiving classroom accommodations has continued to increase in recent years. According to

Ahmed and Hall (2017), a concussion is a form of traumatic brain injury that is resulted from a

mild to severe blow or violent shaking of the head that can cause cognitive impairment,

dizziness, headaches, and nausea. It is reported that 1.7-3 million sport and recreational-related

concussions occur annually, in conjunction with other causes of traumatic brain injury reported

as motor vehicle crashes, falls, being struck by an object, self-harm, and assault (Centers for

Disease Control and Prevention, 2019; University of Pittsburgh Medical Center, 2022).

According to Tanabe et al. (2021), college students have reported more dysfunction academically

with a concussion than with a musculoskeletal injury, such as breaking an arm or spraining an

ankle. The consequences of not receiving academic accommodations have indicated that as many

as 45% of concussed students may be resuming the classroom too soon and resulting in

worsening of concussion symptoms (Bevilacqua et al., 2019). In fact, many students return to

academics before full symptom recovery. The cognitive demands of academics have the potential

to worsen concussion symptoms, leading to a negative impact on a student's academic

performance and a significant lowering of their GPA (Walter et al., 2020). When academic

faculty and staff at the University of Lynchburg are informed on how to provide academic

accommodations and identify students who have suffered a concussion, this group of vulnerable

students will be effectively supported and have greater success rates and outcomes than if they

were not provided.

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Mission Statement

The mission of the CARE: Concussion Awareness and Resource Events is to educate faculty

and academic staff at the University of Lynchburg about the repercussions of not accommodating

students who have suffered a concussion or moderate head injury. Faculty members and

academic staff that are proficient in this area will foster supportive relationships between

students and academic faculty and staff, as well as boost student retention and success in the

classroom.

Program Goal

1. To increase the number of faculty and academic staff implementing return-to-learn

protocols in their classrooms and educational advising meetings.

2. To reduce the number of students suffering from post-concussion complications in the

classroom and academic settings.

Program Objective

1. By the academic year of 2025, two-thirds of the faculty and academic staff will report

feeling more willing and capable of accommodating students who suffer from a

concussion in their class.

2. By the academic year 2026, at least half of the students who have a reported concussion

will be able to state that their symptoms were reduced due to accommodations provided

in the classroom.
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Introduction

In recent years, there has been an increasing number of reported concussions among

college students, with few resources available for them when they are returning to the classroom

and resuming their normal academic activities. Many faculty and academic staff are unaware of

the role they play in the recovery process of a student who has suffered from a concussion, and

the University of Lynchburg currently has no return-to-learn protocols to take place for a student

with a concussion. The primary aim of the "CARE: Concussion Awareness and Resource

Event" is to educate faculty and academic staff about the seriousness of concussions in the

classroom in order to change their attitudes toward students' suffering. Evaluations of

epidemiology, behavior, the environment, and educational factors are some of the considerations

that have played a role in the creation of this program. Increasing the ability to support students

in the classroom after a concussion diagnosis will promote positive working relationships

between students and faculty, as well as advance and promote the accessibility of and use of

resources for people with disabilities on campus.

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Epidemiological Assessment: Consequences of Concussions in an Academic Setting

Concussions have attracted the attention of today's culture because of the rapid

discoveries of harmful consequences they put on brain maturation in the young adult population.

Ahmed and Hall (2017) define a concussion as a form of traumatic brain injury that is resulted

from a mild to severe blow or violent shaking of the head that can cause cognitive impairment,

dizziness, headaches, and nausea. Concussions in particular are a concern among the

college-aged population because of the various ways students have reported receiving one. In

fact, 1.7-3 million sport and recreational-related concussions occur annually, in conjunction with

other causes of traumatic brain injury reported as motor vehicle crashes, falls, being struck by an

object, self-harm, and assault (Centers for Disease Control and Prevention, 2019; University of

Pittsburgh Medical Center, 2022).

Results from a longitudinal cohort research study from 2016 to 2018, revealed an average

of 132 students per 10,000 college students suffered from a concussion (Breck et al., 2019).

Concussion rates in college students are estimated to be significantly higher due to high rates of

concussion nondisclosure among college students. The incidence and recurrence rates of reported

concussions among college students are rising, and the consequences of not receiving academic

accommodations result in worse student retention, a higher likelihood of dropping out, and a

general reduction in the student's quality of life.

It has been reported that 25% of patients experience chronic neuropsychiatric symptoms,

including mental illnesses such as depression and anxiety which can last for years after an

accident, and even longer if the person has multiple concussions (Fralick et al, 2018). The longer

these symptoms go untreated, the higher the potential risk for Alzheimer's, dementia, and chronic
 7

traumatic encephalopathy (CTE). CTE is a newly discovered neurodegenerative disease that

affects the brain due to head impacts and leads to premature death and even suicide.

Concussions are typically a concern in athletes who are more prone due to the contact

sport they may be involved in, but non-athletic students reported more concussions than

student-athletes, indicating that sport-related concussions are not the only type a person can

suffer from (Breck et al, 2020). As far as social costs in higher education settings, according to

Tanabe et al. (2021), college students have reported more dysfunction academically with a

concussion than with a musculoskeletal injury, such as breaking an arm or spraining an ankle.

The consequences of not receiving academic accommodations have indicated that as many as

45% of concussed students may be resuming the classroom too soon and resulting in worsening

of concussion symptoms (Bevilacqua et al., 2019). In fact, many students return to academics

before full symptom recovery, and the cognitive demands of academics have the potential to

worsen concussion symptoms, leading to a negative impact on a student's academic performance

and a significant lowering of their GPA (Walter et al., 2020).

As a result, the financial and social implications of suffering from a concussion in a

collegiate context are multi-dimensional. Furthermore, there is a significant scarcity of

information in the literature indicating the average cost of a head-related concussion injury in

college students. However, Yengo-Kahn et al. (2020) studied 144 male high school football

players in a retrospective cohort study, and overall expenditures were $115,000 for each

participant who had a confirmed concussion, including a direct healthcare cost of $800.10 per

participant. This high cost is sometimes a significant barrier for college students seeking

treatment outside of their health facility, which is usually situated on campus.

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Due to the impact, concussions have on the neurological system and capacity to function,

students who suffer from a concussion are at a higher risk of acquiring mental diseases, dropping

out of university, and failing their classes. Considering all of this, a health promotion program

directed at faculty and staff in charge of engaging with and accommodating concussed students

could help in improving student outcomes and fostering healthy relationships.

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Behavioral Assessment

Behaviors currently occurring by University of Lynchburg faculty and staff can result in

worse outcomes for the concussed student population. Two of the largest are the faculty and

academic staff not providing academic accommodations nor providing an inclusive learning

environment for the student who has sustained a concussion. According to Bevilacqua et al.

(2019), “behaviors such as minimizing music, getting more sleep, introducing more physical

activity, drinking more water and overall time since injury appeared to help resolve the

concussion symptoms” (p. 2). While those are behaviors beneficial to the student who is

suffering, faculty and academic staff play a vital role in the recovery process through their

behaviors that can either negate or improve the outcome of the concussed student.

Behaviors that increase the support for students who have a concussion include

implementing accommodations and showing compassion for those students suffering. The U.S.

Air Force Academy recognizes the dangers and has thus created strict return-to-learn protocols

because their cadets are much more prone to concussions due to the rigor of their physical

education (Johnson et al., 2018). Some examples of these accommodations include “modifying

or canceling an assignment, short in-class breaks, extended time on assignments, quieter or

dimmer exam room, limited computer use, excused absences, schedule changes, and even

dropping a class that induces concussion symptoms” (Johnson et al., 2018, p. 20). Not only does

the U.S. Air Force Academy promote these accommodations, but they also have different stages

a cadet must get through in order to return to normal academic activities (Johnson et al., 2018).

The above accommodations are a reliable reference and have the potential to be crafted for the

University of Lynchburg faculty to support their students with a concussion. They are affordable
 10

and non-time-consuming and are shown to be extremely beneficial to a student suffering from a

concussion.

Additionally, in a study done on the use of accommodations after a concussion, only a

small percentage of patients received academic accommodations in the classroom- “whereas

more patients reported changes in school performance, indicating the need for improved

communication between patients and providers to aid the return-to-school process” (Bacon et al.,

2017, p. 1) This improved communication between the health center on campus and academic

staff members could improve the outcomes to students. Currently, there are few to no times when

a faculty or academic staff member would interact with the Health Center when it comes to

advocating for a student with a concussion. This improved communication between the health

center on campus and academic staff members could improve the outcomes for students. This

negative behavior is a lack of communication between not only the student and faculty or

academic staff but also with the student’s entire recovery team.

Overall, the behaviors of the University of Lynchburg faculty could be improved upon

when it comes to supporting students suffering. The specific behaviors include meeting with

concussed students more regularly than their non-concussed students, offering empathy and

compassion for their diagnosis, and respecting and accommodating academically the student who

has suffered a concussion, whether they have medical documentation or not. These behaviors

start with those who are inflicted, the students, and also the faculty and academic staff who are

supplying support to the students.

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Behavioral Objectives

1. By the spring semester of 2024, increase the amount of faculty and academic staff who

provide academic accommodations, such as increasing time on assignments, allowing

excused absences, and reducing the stimulation in the classroom for students suffering

from a concussion by 25%.

2. By the end of the seminar and lecture series intervention, half of the faculty and academic

staff participants will report feeling more compassionate towards students suffering from

a concussion in higher education settings.

3. By the spring semester of 2024, at least half of the faculty and academic staff who

participated in the CARE program will report providing academic accommodations for

students even if they do not have medical documentation to provide.

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Environmental Assessment

At the University of Lynchburg, there is a lack of environmental support for students who

are diagnosed with concussions when returning to regular academic activities. Settings, where

these detrimental environmental habits are occurring, include the classroom, in the university

health center, and in educational meetings with a student and staff members. There are currently

no protocols or guidelines listed on the website of the Center for Accessibility and Disability

Resources, leaving faculty and academic staff with little guidance when it comes to supporting

students in the classroom. In addition, in a study on peer mentoring after a concussion diagnosis,

O’Brien et al. (2021) stated that disability resource centers at universities are restricted in the

assistance they can provide these students as they return to class since temporary disabilities

lasting less than six months are not protected by the Americans with Disabilities Act (ADA). As

a result of this, there are no standardized protocols for when a college student presents with one,

thus encouraging unhelpful behaviors toward students suffering. An example of guidelines that

could be given to faculty and academic staff include return-to-learn guidelines, specifically for

college-aged students as they require academic accommodations in different ways than in K-12

settings. The idea of “return-to-learn” was first introduced by a researcher in 2010 who

discovered a disparity in “return-to-play” protocols (Holmes et al., 2020, p. 1). Furthermore, the

great disparity in reported concussions each year is related to the culture surrounding reporting a

diagnosis, and students who suffer from a concussion generally do not identify or realize they are

suffering from one.

When university students do suffer a concussion, they frequently lack universal health

insurance, which may necessitate paying out of pocket for follow-up visits or referrals to

off-campus health clinics that may provide specialist treatment. This barrier makes it extremely
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difficult for a college student who is typically busy with school, jobs, or extracurricular activities

to get the additional healthcare they may require for their recovery. Faculty and academic staff

have more cognitive expectations than in K-12 settings, which implies that the perception could

be even worse for professors in higher education because college students are frequently

expected to seek resources on their own. The current environment is encouraging negative

outcomes through a lack of follow-through on academic accommodations, a common stereotype

that only athletes suffer from concussions, and a belief that academic staff and faculty play no

role in the healing process.

In academic environments, a post-concussion management plan is frequently dismissed,

especially for students who are not athletes (Holmes et al., 2020). This leaves that population

even more vulnerable because they do not have coaches or athletic trainers advocating for their

needs, and are most often on their own. Additionally, it is reported that a majority of academic

faculty and staff report requiring medical documentation to receive academic accommodations in

the classroom, even though empathy toward students' suffering has been shown to improve the

outcomes of students with a concussion (Bevilacqua et al, 2021).

A stimulating academic environment is typically supportive of a student who is suffering

from a concussion, but in the case of a student suffering from a concussion, a stimulating

classroom environment leads to worse outcomes where it is hard to recover (Johnson et al.,

2018).
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Resource Objectives

1. By the fall of 2023, increase the number of resources available to faculty and academic

staff from zero to three web-based resources on return-to-learn in order to increase

strategies to support concussed students.

2. By the spring of 2024, the University of Lynchburg policy will be changed to where

faculty and academic staff does not have to require medical documentation in order to

academically accommodate students following a concussion to reduce the barrier to

recovering from the post-concussive syndrome in college students.

3. By the spring of 2024, the implementation of a healthcare-ride system will occur at the

University of Lynchburg Health Center in order to support students without

transportation to healthcare referrals off-campus for recovery post-concussion.

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Educational Assessment

The return-to-learn issue in regard to concussions in higher education settings mainly

comes down to the faculty and academic staff who will be providing academic accommodations

to students who are suffering. Unfortunately in many instances, faculty and academic staff may

not perceive concussion training as important in their job description nor do they believe it is

affecting their students at the rates the literature states (Hildenbrand et al., 2018). It is also

reported that a majority of academic faculty and staff require medical documentation to receive

accommodations in the classroom, even though empathy toward students' suffering has been

shown to improve the outcomes of students with a concussion (Bevilacqua et al, 2021). This lack

of knowledge, understanding, and empathy may lead to a prolonged recovery in concussed

students who have faculty or academic staff that are unaware of the guidelines to take when

students present with a concussion. There is a clear lack of knowledge and awareness on campus

when in regard to concussions and their consequences on campus. According to the existing

research, academic staff and faculty should be more knowledgeable about concussions, aware of

their effects, sensitive to the suffering of students, and able to deliver effective academic

accommodations for the concussed student.

One of the most critical aspects that faculty and academic staff should know about the

consequences of not providing academic accommodations for concussed students is that they can

lead to poorer academic and health outcomes in the longer term. These consequences include

worse student retention (a significant lowering of their GPA), a higher likelihood of dropping

out, and a general reduction in the student's quality of life (Walter et al., 2020). The role that

faculty and academic staff play is vital in stepping in and advocating for this student population

that requires academic accommodations to be successful, but if faculty and academic staff do not
 16

believe they have a role in the healing process, that stumps the entire process and leaves the

student to fend for resources on their own. Faculty and academic staff need to specifically be

more aware of the resources available on campus for students suffering from a concussion, be

able to recognize their symptoms and formulate a plan with a student on the most helpful

academic accommodations they need to be successful in the classroom.

The idea of “return-to-learn” was first introduced by a researcher in 2010 who

discovered a disparity in “return-to-play” protocols (Holmes et al., 2020, p. 1). Return to learn is

a specific strategy to support students specifically returning to normal academic activities

following their concussion diagnosis, where return to play focuses on an athlete's gradual return

to a sporting activity safely after full recovery. Return-to-learn strategies are much more

advanced in the K-12 setting due to more resources as well as the requirement to support

students under the age of 18. College students have a much different environment, and are often

left to fend for resources themselves and also have a much higher cognitive demand.

Return-to-learn strategies typically recommend extended time on assignments, dimmer or less

stimulating lights and sounds during teaching, closing blinds in bright classrooms, and offering

alternative or modifying assignments in order to be inclusive to the student suffering (Johnson et

al., 2018). Academic faculty and staff are the main providers of academic support for the student

population, and to cultivate a safe and understanding learning environment, being more

knowledgeable on concussion accommodations and symptoms would allow for this student

group to be more supported.

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Learning Objectives

1. By the end of the seminar and educational panel implemented on campus, at least 2 out of

3 of the participants will be able to name 2 harmful consequences for concussed students

for not providing academic accommodations.

2. By the end of the student and faculty education panel, at least half of the participants will

report a more compassionate and empathetic attitude towards students suffering from a

concussion in the classroom.

3. By the end of the intervention that is implemented on campus, at least 2 out of 3 of the

participants will be able to name 2 beneficial academic accommodations for students with

a concussion.

4. By the end of the seminar and educational panel implemented on campus, at least half of

the participants will report feeling more comfortable providing academic

accommodations for students with a concussion.

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Educational Strategy

The “CARE: Concussion Awareness and Resource Event” has multiple activities and

interventions to provide, which are listed below.

1. Informative Lunch & Learn C.A.R.E Lecture, Friday, August 18th, 2023, West Room

a. Evidence-Based presentation on the effects concussions have on learning and

success in college

b. This lecture-style presentation delves into the consequences and intends to

educate faculty and staff on the role they play. Additionally, there are

accommodations and return-to-learn protocols that have been shown to help

students suffering from a concussion that faculty and staff could be more aware

of. Many of the accommodations that have been best for students suffering from a

concussion are cost-efficient and easy to comprehend. According to Johnson et al.

(2018), the U.S. Air Force Academy recognizes the dangers and has thus created

strict return-to-learn protocols because their cadets are much more prone to

concussions due to the rigor of their physical education. Just some examples of

these accommodations include “modifying or canceling an assignment, short

in-class breaks, extended time on assignments, quieter or dimmer exam room,

limited computer use, excused absences, schedule changes, and even dropping a

class that induces concussion symptoms” (Johnson et al., 2018). In an

implementation study using a concussion training program, such as the one being

suggested for faculty and academic staff, Finn (2020) found that campus faculty

and staff became more aware and knowledgeable regarding concussions after
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being trained, and would even be more open to working with a student on the

accommodations they request. This concussion training program consisted of a

pre and post-knowledge test after the lecture in order to measure their differences

before and after. Participants will be required to RSVP to this event so the proper

amount of food can be ordered for those who attend.

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2. Educational Panel of mTBI/concussion survivors, September 16th, 2023

a. Primary data and stories of those who have suffered a concussion in college, and

share what helped them the most. This intervention proposes highlighting actual

stories of those suffering on campus to host a panel of faculty, students, and

administrators who have suffered from a concussion and are willing to share their

stories with faculty and academic staff who are willing to participate. This panel

would be done in the West Room of Drysdale, with 5 speakers who agree to share

their stories, and light snacks and refreshments will be provided.

b. Tabling done in Drysdale beforehand

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3. Brain Injury Awareness Month Tabling in March of 2024

a. This intervention will take place during a week of Brain Injury Awareness Month

during the spring of 2024

b. Will have tables set up either on the DELL in Friendship Circle or across from the

dining hall in Drysdale. Will have copies of the infographic listed above, as well

as have volunteers who have had a concussion there to answer questions.

c. Use the puzzle intervention, where someone has 2-3 minutes to solve a small

puzzle that actually has a combination of puzzle pieces to show that someone who

has a concussion has a very difficult time organizing their thoughts, daily life, and

school work when suffering.

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“CARE: Concussion Awareness and Resource Event” Administrative Assessment

Currently, available resources which will be useful in achieving the objectives of the “CARE:

Concussion Awareness and Resource Events” program are:

1. The University of Lynchburg faculty and academic staff are willing to facilitate

and participate in the “CARE: Concussion Awareness and Resource Events”

program.

2. Participating on the University of Lynchburg’s campus will provide proper school

facilities (Hall Campus Center Ballroom & classrooms) for the “CARE:

Concussion Awareness and Resource Events” program.

3. Volunteer athletes and previously concussed individuals and faculty from the

University of Lynchburg community, are committed and will share their

experiences and advocate for the use of academic accommodations, increased

resources for those suffering, and more awareness on campus for those who have

sustained a concussion.

4. Existing art supplies, and audio-visual equipment for any additional program

breakout activities provided by the Academic and Advising Resource Center.

Additional resources to be assembled for full program implementation include

1. Financial resources to (a) fund/incentivize those who agree to participate in the

“CARE: Concussion Awareness and Resource Events” program, and (b) purchase

infographics, stickers, and other miscellaneous items such as horderves and

refreshments that the participants and audience can enjoy

2. Access to the University of Lynchburg’s printing services.

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Three of the most difficult barriers blocking the successful implementation of the “CARE:

Concussion Awareness and Resource Events” program are the widely-held belief by faculty and

academic staff that concussions are only effecting athletes on campus, so little support will be

provided by faculty and academic staff who have a student who is not an athlete. If faculty and

academic staff are informed and aware of the continuous amount of concussions that occur

among those who are not athletes, they will have a better understanding and play a major part in

an ideal recovery process model for their students. There are also currently no guidelines or

protocols available for faculty and academic staff to be prepared in the event a student comes to

them with a concussion. In addition, program planners should encourage faculty, academic staff,

and students to attend the “CARE: Concussion Awareness and Resource Events” and at every

opportunity establish a frequent pattern of communication via regularly scheduled meetings and

mailings regarding the “CARE: Concussion Awareness and Resource Events” program’s goals

and objectives as well as a post-panel feedback report in order to prepare for the next one.
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“CARE: Concussion Awareness and Resource Events” Budget Justifications

Revenue & Support Amount ($) Total

Contribution from Sponsors $100

Gifts $100

Grants $1,000

$1,200

Expenditures Amount ($) Total

Instructional Materials $100

(Printing Services)

Incentives (Goodie Bags, $1000

Food, & Refreshments)

$1,100

Total Revenue $1,200

Total Expenditures $1,100

Balance $100
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This budget summarizes the start-up and operating expenses for the “CARE: Concussion

Awareness and Resource Events” program. The budget is based on an estimated 20-30 faculty

and academic staff attending the program(s) in the Fall of 2023.

1. Personnel – Most of the panel for the “CARE: Concussion Awareness and

Resource Events” program will be provided by the University of Lynchburg

faculty outside of regular class/working hours on a voluntary basis. The

investment in personnel for the program is the least costly expense, and personnel

will be thanked with goodie bags.

2. Instructional Materials/Printing – Stickers, infographics, and pamphlets, will

have to be printed, collated, and stapled for take-home packets for those who

attended. Utilizing the printing services at the University of Lynchburg will be

$150.

3. Food and Refreshments – Horderves and refreshments will be provided by

catering services here at the University of Lynchburg, which will cost $150 for

the “The Invisible Epidemic: Concussion Knowledge and Awareness Panel.”

Lunch will be ordered and provided for the “Informative Lunch & Learn C.A.R.E

Lecture” by ordering from Panera, where RSVP’d guests will be able to request

their order. $400 will be allocated for this particular food-centered event.

4. Other – 5 goodie bags of a gift card to mission house coffee, stress ball, thank

you card, and the University of Lynchburg key chain will need to be purchased by

the program organizer for use as incentives and a thank you for participating for

the panelists, which will be $300.

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Funding will be provided primarily by the program organizer through fundraising, as well as an

educational grant given out by the Department of Education for the “CARE: Concussion

Awareness and Resource Events”

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Evaluation

Measures to determine the success of the “CARE: Concussion Awareness and Resource

Event” program are

1. For the program objective, the number of visits to the Center for Accessibility and

Disability Resources during the spring of 2023 compared to the spring of 2024.

2. For behavioral objective #1, a self-report survey to determine the number of faculty and

academic staff providing accommodations for students with a concussion during the

spring of 2024 compared to the spring of 2023.

3. For behavioral objective #2, a self-report survey determining the number of students at

the University of Lynchburg feeling comfortable with their accommodations using the

spring of 2024 compared to the spring of 2023.

4. For knowledge-based learning objectives, cognitive mastery will be measured by a

pre-post test knowledge test.

5. For attitude/belief learning objectives, attitudinal changes will be measured by a

Likert-style pre-post attitude questionnaire.

6. For skill-based learning objectives, demonstrated skill mastery will be measured by a

teach-back method test administered at the end of the program.

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Pre/Post Knowledge Survey

1. As a faculty or academic staff member at the University of Lynchburg, will you still

require medical documentation moving forward from this CARE event?

a. Yes

b. No

c. Yes, but on a case-by-case basis

2. Which of the following academic accommodations is NOT recommended for students

who have suffered a concussion?

a. Modifying or canceling an assignment

b. Enforcing deadlines

c. Extended time on assignments

d. Offering limited computer use

e. Excused absences

f. All of the above

3. Have you ever offered academic accommodations for a student with a concussion before?

a. Yes

b. No

4. What do you hope to gain from this Lecture/What did you learn from this lecture?

5. What should we change in order to be more effective in our education on concussions?

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Marketing
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Planning Committee

Committee Member Description of Role

Dr. Tom Bowman (Influencer) Dr. Bowman’s role in this committee will be
Professor of Athletic Training to provide insight from an athletic trainer, as
well as give the accommodations that are the
most effective for students' success.

Dr. Rebekkah McLellan (Doer) Dr. McLellan will serve the committee as
Assistant Professor of Public Health and having years of prior background knowledge
Health Promotion and expertise on concussions, as well as
providing a neurodiverse perspective, and is a
survivor of multiple head traumas as a
student. She has a background in program
implementation and public health
evidence-based practice.

Caroline Wesley Siler (Doer) Caroline Wesley Siler is a student-athlete

Assistant Athletic Director for advocate and has experience helping athletes
Student-Athlete Wellness who have suffered from a head injury. She can
apply her practices and knowledge to the
planning process of helping us educate faculty
by sharing what accommodations have best
helped students in the past.

Julia Timmons (Influencer) Julia Timmons is useful in this committee

Director of the Center for Accessibility and because she brings the current guidelines and
Disability Resources knowledge the school has on students who
present with a concussion and has quantitative
and qualitative data on the rates of injury and
accommodation usage.

Jamie Smith (Does) Jamie Smith is involved in wellness and

Wellness and Health Promotion Coordinator health promotion at the university and works
with students who are seeking to live better or
are passionate about the process of inclusive
health behaviors. She brings expertise to the
table about the health of students and has a
background in planning events for promoting
health.

Kristen Cooper (Influencer) Kristen Cooper is a student advocate and is

Associate Vice President, Student involved in all areas of increasing student
Development development and enrollment. She is tasked
with providing insight and advocacy into
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student life.

Jacqueline Needle (Doer) Jacqueline Needle is a current Junior at the

University of Lynchburg Student University of Lynchburg, and she is
conducting a study on concussions and
learning differences. She has prior experience
working with professors for her concussion
treatment and accommodations. She provides
a student’s perspective on this topic that is
different from faculty or staff.

Emily Brown (Doer) Emily Brown is a current Senior at the

University of Lynchburg Student University of Lynchburg and is conducting a
study on the knowledge and awareness faculty
and staff have about concussions. She
considers herself an ally and advocate for all
students, and believes that students who have
learning differences should not be forgotten.
She will be involved in the planning and
implementation process.

Dr. Robert L. Canida Dr. Canida is the current Vice President for
Vice President for Inclusive Excellence Inclusive Excellence at the University of
Lynchburg and brings expertise in planning a
program that makes sure we are being as
inclusive as possible in the language we use.
Not to mention that it brings a person of color
to the committee, which is my commitment to
including all diverse backgrounds in this
initiative.
 33

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