“It's Not Just About a Paycheck”: Perspectives on Employment Preparation of Students With Intellectual Disability in Federally Funded Higher Education Programs

2020 ◽  
Vol 58 (4) ◽  
pp. 328-347
Author(s):  
Daria Domin ◽  
Allison B. Taylor ◽  
Kelly A. Haines ◽  
Clare K. Papay ◽  
Meg Grigal
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Postsecondary Education ◽  
The United States ◽  
Work Experiences ◽  
Education Programs ◽  
Successful Student ◽  
Employment Preparation ◽  
Paid Employment ◽  
Employment Supports

Abstract Students with intellectual disability (ID) are increasingly attending postsecondary education institutions and acquiring work experiences while completing their studies. One of the main motivations for students with ID to seek higher education is to broaden and increase their chance for finding fulfilling, paid employment in their communities. Findings from a qualitative study on staff perspectives regarding career development and employment supports and services provided to students attending Transition and Postsecondary Education Programs for Students With Intellectual Disability (TPSID) model demonstration programs in the United States are presented. Results reflect consensus across program staff regarding the goals and expectations for employment of TPSID students. Programs vary considerably in their institutional context, their partnership with other entities, and the structure of employment services, as well as the emphasis placed on paid versus unpaid employment. Some of the key strategies shared by staff regarding successful student employment practices involved outreach and engagement, visibility on campus, improving access to career services, and cultivating partnerships. As higher education continues to expand its offerings to students with ID, postsecondary education programs need to continue to emphasize and honor the importance of paid employment, and continue to seek the best methods to achieve this outcome for students with ID.

scholarly journals Executive Higher Education Doctoral Programs in the United States: A Demographic Market-Based Analysis

10.28945/3713 ◽  
2017 ◽  
Vol 14 ◽  
pp. 001-019
Author(s):  
Sydney Freeman Jr. ◽  
Gracie Forthun
Keyword(s):  
Higher Education ◽  
United States ◽  
Doctoral Programs ◽  
Doctoral Degree ◽  
Practical Experience ◽  
The United States ◽  
Future Research ◽  
Education Programs ◽  
Doctoral Degree Programs ◽  
Education Degree

Aim/Purpose: Executive doctoral programs in higher education are under-researched. Scholars, administers, and students should be aware of all common delivery methods for higher education graduate programs. Background This paper provides a review and analysis of executive doctoral higher education programs in the United States. Methodology: Executive higher education doctoral programs analyzed utilizing a qualitative demographic market-based analysis approach. Contribution: This review of executive higher education doctoral programs provides one of the first investigations of this segment of the higher education degree market. Findings: There are twelve programs in the United States offering executive higher education degrees, though there are less aggressively marketed programs described as executive-style higher education doctoral programs that could serve students with similar needs. Recommendations for Practitioners: Successful executive higher education doctoral programs require faculty that have both theoretical knowledge and practical experience in higher education. As appropriate, these programs should include tenure-line, clinical-track, and adjunct faculty who have cabinet level experience in higher education. Recommendation for Researchers: Researchers should begin to investigate more closely the small but growing population of executive doctoral degree programs in higher education. Impact on Society: Institutions willing to offer executive degrees in higher education will provide training specifically for those faculty who are one step from an executive position within the higher education sector. Society will be impacted by having someone that is trained in the area who also has real world experience. Future Research: Case studies of students enrolled in executive higher education programs and research documenting university-employer goals for these programs would enhance our understanding of this branch of the higher education degree market.

scholarly journals On the Study of Higher Education in Canadian Universities

1991 ◽  
Vol 21 (3) ◽  
pp. 96-114
Author(s):  
Michael L. Skolnik
Keyword(s):  
Higher Education ◽  
The United States ◽  
Education Programs ◽  
Canadian Universities ◽  
Higher Education Journals ◽  
Canadian Higher Education ◽  
Limited Scale ◽  
Student Demand ◽  
The University

Although research on Canadian higher education has advanced considerably over the past few decades, the opportunities for university level study of higher education in Canada are still quite limited. Only four universities offer higher education programs; only one has a higher education department; and only a handful of other institutions offer even a course in higher education. The number of students enrolled in higher education programs in Canada is about 200, compared to about 6,000 in the United States; the number of faculty about 15 compared to 700 in the U.S. Moreover, while American higher education journals have, since the early 1970's, regularly featured articles about university higher education programs, there has not been a single article on this subject in The Canadian Journal of Higher Education. This paper attempts to fill some of that gap by providing some basic information about the study of higher education in Canadian universities and by examining the role of these programs in the overall development of higher education research and the possible reasons for the very limited scale of such programs in Canada. The author's conclusion is that the factor which has most limited the development of higher education studies in Canadian universities is neither insufficient student demand nor limited employment opportunities of graduates, but reluctance of Canadian universities to allocate resources for this area of study. This reluctance is attributed to the combination of the low prestige of higher education as a field of study and the lack of a strong lobby for this program area outside the university. It is suggested that - in contrast to their American counterparts - presently Canadian higher education programs have less than the minimum resources necessary to make the advances that would be required to overcome this "prestige barrier".

scholarly journals Understanding Conditions for Teaching Innovation in Postsecondary Education: Development and Validation of the Survey of Climate for Instructional Improvement (SCII)

2021 ◽  
Vol 4 (2) ◽  
pp. 166-199
Author(s):  
Emily M. Walter ◽  
Andrea L. Beach ◽  
Charles Henderson ◽  
Cody R. Williams ◽  
Ivan Ceballos-Madrigal
Keyword(s):  
Higher Education ◽  
Organizational Climate ◽  
Postsecondary Education ◽  
Organizational Support ◽  
Instructional Improvement ◽  
The United States ◽  
System Reform ◽  
Institutions Of Higher Education ◽  
Education Development ◽  
Teaching Innovation

Adoption of evidence based instructional practices is not widespread in American institutions of higher education. This is due in part to reforms focusing on individual teaching practices rather than conditions for system reform. Since measurement of organizational conditions is critical for widespread change, we developed and validated the Survey of Climate for Instructional Improvement (SCII). SCII has 30 Likert-scale statements, 5 supplementary questions, and 9 demographic items. It is designed to measure five aspects of organizational climate in postsecondary settings: leadership, collegiality, resources, respect for teaching, and organizational support. The goal of this paper is to describe (a) our development process, (b) steps in validation, and (c) patterns in the data from 917 instructors at six institutions of higher education in the United States. Our results indicate that the instrument is reliable and has the potential to differentiate among institutions, disciplines, departments, and other demographic variables. Although the survey is interdisciplinary, we highlight notable organizational climate differences between STEM and non-STEM disciplines. We also identify organizational climate differences for cis-gender women and graduate student instructors, highlighting unique professional support needs for these groups. We expect our findings and the instrument to be useful for campus change leaders, faculty developers, higher education researchers, and discipline-based education researchers.

scholarly journals Is Postsecondary Education Affordable?

2013 ◽  
pp. 11-12
Author(s):  
Sandy Baum ◽  
Saul Schwartz
Keyword(s):  
Higher Education ◽  
United States ◽  
Postsecondary Education ◽  
Educational Opportunity ◽  
The United States ◽  
Clear Idea

The evolution of higher education from a privilege for the elite to an economic and social necessity for broad segments of the population has created financing challenges, along with new opportunities, for students and their families. Governments that were able to provide free or low-priced access to universities for the select few have found it necessary to charge rising levels of tuition, even as less-affluent citizens aspire to enroll. In a number of countries—including Canada, Chile, and England—students have taken to the streets to protest tuition policies. Students are less militant in the United States; but there, as elsewhere, rising college prices and stagnating incomes have led to the widespread perception that postsecondary education is “unaffordable” for more and more people.Yet, it is not obvious what “unaffordable” means. What price is relevant—the published price of postsecondary study, the price people actually pay, or the price people should be expected to pay? Efforts to increase educational opportunity can be hindered if policymakers do not have a clear idea of the meaning of an “affordable” or “unaffordable” education.

The Role of Educational Leaders: A Case for Inclusion in Institutions of Higher Education

2019 ◽  
Vol 22 (3) ◽  
pp. 3-15
Author(s):  
Brianna Joseph ◽  
Kelly B. Kearney ◽  
Cynthia L. Wilson
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Faculty Member ◽  
Postsecondary Education ◽  
Educational Leaders ◽  
University Faculty ◽  
Institutions Of Higher Education ◽  
Inclusive Practices ◽  
The University

Over the last decade, an increasing number of postsecondary education (PSE) programs have been developed for students with intellectual disability (ID). This case discusses one such program. Along with the courses designed to meet the specific needs of students with ID, the program also permits these students to take courses in the various departments of the university. Faculty were informed that their course(s) might include students from the PSE program for students with ID. One faculty member likes the idea of the program but is not comfortable with students with ID registering for his courses. This case uses discussion prompts and activities to prepare instructors and professors in higher education to foster inclusive practices and ideology throughout the collective university community.

21st Century E-Student Services

2010 ◽  
pp. 2160-2167
Author(s):  
Gary R. Langer
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
21St Century ◽  
Student Services ◽  
The United States ◽  
Early Years ◽  
Critical Element ◽  
State Colleges ◽  
Online Student ◽  
Fundamental Transformation

Developments in information technology and distance learning are revolutionizing the way postsecondary education is organized and delivered in the United States and the world. Higher education is undergoing a fundamental transformation. How higher education transforms in the early years of the 21st century will set the context for the extent to which higher education as an institution will continue to serve as the primary deliverer of educational content, certificates, and degrees. A critical element in this knowledge transfer is the depth and breadth of online student services support. This article will explore the design and development of such services in the Minnesota State Colleges and Universities System1 (www.mnscu.edu).

Faculty Participation in Online Higher Education

2018 ◽  
pp. 2000-2013 ◽  
Author(s):  
Michael S. Hoffman
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Online Courses ◽  
The United States ◽  
Faculty Participation ◽  
Education Programs ◽  
Online Higher Education ◽  
Student Demand ◽  
Education Report

In the past decade, enrollments in distance education, and specifically online education, have grown dramatically in the United States. According to the 2009 Sloan Report (), enrollments in online courses increased from 9.6% of total postsecondary enrollments in 2002 to 25.3% in 2009. Unfortunately, a number of barriers exist that may result in an inability of higher education institutions to provide quality online education programming in sufficient scale to meet the expected student demand. The Managing Online Education report () identifies the resistance of faculty towards teaching in an online environment as foremost among ten factors that “impede institutional efforts to expand online education programs” (p. 1). An understanding of the factors that both motivate and discourage faculty member participation in online education programs is critical if institutions are to leverage their existing faculty to meet the current and future demand for online education. This case study first presents a number of motivating and inhibiting factors and then discusses how St. Bonaventure University leveraged these factors in an attempt to boost faculty participation in online education.

21st Century E-Student Services

2010 ◽  
pp. 855-864
Author(s):  
Gary R. Langer
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
21St Century ◽  
Student Services ◽  
The United States ◽  
Early Years ◽  
Critical Element ◽  
State Colleges ◽  
Online Student ◽  
Fundamental Transformation

Developments in information technology and distance learning are revolutionizing the way postsecondary education is organized and delivered in the United States and the world. Higher education is undergoing a fundamental transformation. How higher education transforms in the early years of the 21st century will set the context for the extent to which higher education as an institution will continue to serve as the primary deliverer of educational content, certificates, and degrees. A critical element in this knowledge transfer is the depth and breadth of online student services support. This article will explore the design and development of such services in the Minnesota State Colleges and Universities System1 (www.mnscu.edu).

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