The Spectrum of Disability Documentation Requirements at 12 Institutions A Thematic Analysis

2021 ◽  
Vol 26 (2) ◽  
Author(s):  
Emily Tarconish ◽  
Ashley Taconet ◽  
Nicholas Gelbar ◽  
Joseph Madaus ◽  
Lyman Dukes III ◽  
...  
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Wide Spectrum ◽  
The United States ◽  
Postsecondary Institutions ◽  
Section 504 ◽  
Disability Services ◽  
Institutions Of Higher Education ◽  
Rehabilitation Act Of 1973 ◽  
Disability Documentation

The two laws primarily governing disability services in postsecondary education, the Americans with Disabilities Act Amendments Act (ADAAA) and Section 504 of the Rehabilitation Act of 1973, permit institutions of higher education to determine disability documentation requirements on an individual basis. Many institutions have utilized documentation guidelines delineating a range of domains to be addressed, and often, suggestions for specific tests to be included, as well as strict recency requirements. Following passage of the ADAAA in 2008, the Association on Higher Education and Disability (AHEAD) published documentation guidance practices that reflected the updated ADAAA. The current qualitative study examined the perspectives of 12 directors of disability services (DDS) at postsecondary institutions in the United States regarding the disability documentation requirements at their respective schools and their perspectives on why the standards were adopted. Findings revealed a wide spectrum from flexibility to rigidity in requirements from those who employ traditional guidelines to those who apply selective degrees of the AHEAD guidance. Benefits and drawbacks of documentation and the AHEAD guidance are discussed, as well as suggestions for practitioners and institutions seeking to implement the AHEAD guidance.

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 The “Redirecting” of International Students: American Higher Education Policy Hindrances and Implications

2014 ◽  
Vol 4 (2) ◽  
pp. 126-136 ◽  
Author(s):  
Hugo A. García ◽  
María de Lourdes Villarreal
Keyword(s):  
Higher Education ◽  
United States ◽  
Postsecondary Education ◽  
Higher Education Policy ◽  
Foreign Students ◽  
International Student ◽  
Student Mobility ◽  
The United States ◽  
Postsecondary Institutions ◽  
Current Status

International student mobility in higher education has gained currency as an important topic in today’s global, political, and economic environment. United States postsecondary institutions are working to expand their international student population to increase revenue and diversity. The current higher education and economic context has produced a “global war” to identify, recruit, and matriculate talented students who have become more mobile when selecting postsecondary education destinations. Thus, in order to provide a clear picture of the current status of international student migration to the United States, we sought to understand the following: 1)prestige as a determining factor in the selection of studying abroad for non-Americans living outside the United States; 2) federal and state financial influences that directly affect institutions’ abilities to enroll foreign students; 3) implications for postsecondary institutions in the United States; and 4) implications for scientific, cultural, and economic advancement for the United States.

scholarly journals The Woods around the Ivory Tower: A Systematic Review Examining the Value and Relevance of School Forests in the United States

2020 ◽  
Vol 12 (2) ◽  
pp. 531
Author(s):  
Kimberly J. Coleman ◽  
Elizabeth E. Perry ◽  
Dominik Thom ◽  
Tatiana M. Gladkikh ◽  
William S. Keeton ◽  
...  
Keyword(s):  
Higher Education ◽  
United States ◽  
Systematic Review ◽  
Ecosystem Services ◽  
The United States ◽  
Local Communities ◽  
Ivory Tower ◽  
Institutions Of Higher Education ◽  
Cultural Ecosystem Services ◽  
Research And Teaching

Throughout the United States, many institutions of higher education own forested tracts, often called school forests, which they use for teaching, research, and demonstration purposes. These school forests provide a range of benefits to the communities in which they are located. However, because administration is often decoupled from research and teaching, those benefits might not always be evident to the individuals who make decisions about the management and use of school forests, which may undervalue their services and put these areas at risk for sale, development, or over-harvesting to generate revenue. To understand what messages are being conveyed about the value and relevance of school forests, we conducted a systematic literature review and qualitatively coded the resulting literature content using an ecosystem services framework. While school forests provide many important benefits to academic and local communities, we found that most of the existing literature omits discussions about cultural ecosystem services that people may receive from school forests. We discuss the implications of this omission and make recommendations for addressing it.

scholarly journals Experiences That Predict Employment for Students With Intellectual and Developmental Disabilities in Federally Funded Higher Education Programs

2018 ◽  
Vol 42 (1) ◽  
pp. 17-28 ◽  
Author(s):  
Meg Grigal ◽  
Clare Papay ◽  
Frank Smith ◽  
Debra Hart ◽  
Rayna Verbeck
Keyword(s):  
Higher Education ◽  
Developmental Disabilities ◽  
Postsecondary Education ◽  
Future Research ◽  
Intellectual And Developmental Disabilities ◽  
Institutions Of Higher Education ◽  
Federally Funded ◽  
Demonstration Program ◽  
Gainful Employment ◽  
Postsecondary Program

The Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, funded by the U.S. Department of Education’s Office of Postsecondary Education was implemented initially from 2010 to 2015. During this time, 27 institutions of higher education were awarded grants to develop programs for students with intellectual and developmental disabilities (IDD) to access higher education. TPSID programs were charged with developing model demonstration programs that would lead to gainful employment. In this article, we identify predictors of employment while in the program and at exit for students who completed a TPSID program between 2010 and 2015. Results identified several predictors of employment for students with IDD. Authors share implications for future research and practice gleaned from the analysis.

The Landscape of Postsecondary Education in Prison and the Influence of Second Chance Pell: An Analysis of Transferability, Credit-Bearing Status, and Accreditation

2018 ◽  
Vol 98 (4) ◽  
pp. 405-426 ◽  
Author(s):  
Erin L. Castro ◽  
Rebecca K. Hunter ◽  
Tara Hardison ◽  
Vanessa Johnson-Ojeda
Keyword(s):  
United States ◽  
Postsecondary Education ◽  
Educational Opportunity ◽  
Descriptive Analysis ◽  
The United States ◽  
Postsecondary Institutions ◽  
Current Status ◽  
Pilot Program ◽  
Institution Type ◽  
Second Chance

This article documents availability, accreditation, institution type, and geographical distribution of postsecondary education in prison across the United States. Using descriptive analysis, we report the total number of postsecondary institutions currently providing credit-bearing coursework to incarcerated people and discuss the influence of the federal Second Chance Pell Pilot Program on these findings. Focusing on issues of equity and quality, we use a critical framework to broadly assess the current status of the field and to document what constitutes postsecondary education in prison. In conclusion, we provide implications and suggestions for expanding quality postsecondary educational opportunity for incarcerated college students.

scholarly journals “There Is Never a Break”: The Hidden Curriculum of Professionalization for Engineering Faculty

2018 ◽  
Vol 8 (4) ◽  
pp. 157 ◽  
Author(s):  
Idalis Villanueva ◽  
Taya Carothers ◽  
Marialuisa Di Stefano ◽  
Md. Khan
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Hidden Curriculum ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Institutional Type ◽  
Chi Square ◽  
Self Advocacy ◽  
Engineering Faculty ◽  
Positive Correlations

The purpose of this exploratory special issue study was to understand the hidden curriculum (HC), or the unwritten, unofficial, or unintended lessons, around the professionalization of engineering faculty across institutions of higher education. Additionally, how engineering faculty connected the role of HC awareness, emotions, self-efficacy, and self-advocacy concepts was studied. A mixed-method survey was disseminated to 55 engineering faculties across 54 institutions of higher education in the United States. Quantitative questions, which centered around the influences that gender, race, faculty rank, and institutional type played in participants’ responses was analyzed using a combination of decision tree analysis with chi-square and correlational analysis. Qualitative questions were analyzed by a combination of tone-, open-, and focused-coding. The findings pointed to the primary roles that gender and institutional type (e.g., Tier 1) played in issues of fulfilling the professional expectations of the field. Furthermore, it was found that HC awareness and emotions and HC awareness and self-efficacy had moderate positive correlations, whereas, compared to self-advocacy, it had weak, negative correlations. Together, the findings point to the complex understandings and intersectional lived realities of many engineering faculty and hopes that through its findings can create awareness of the challenges and obstacles present in these professional environments.

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