scholarly journals Resource Guide: Supporting Faculty with Disabilities at Postsecondary Institutions

2021 ◽  
Author(s):  
Alyssa Ryan
Keyword(s):  
Higher Education ◽  
Research Literature ◽  
Postsecondary Institutions ◽  
Institutions Of Higher Education ◽  
Resource Guide

A guide for institutions of higher education for supporting faculty with disabilities, drawn from extant research literature.

scholarly journals Resource Guide: Practicing Diversity, Equity, and Inclusion at Postsecondary Institutions During & After COVID-19

2021 ◽  
Author(s):  
Alyssa Ryan
Keyword(s):  
Higher Education ◽  
Postsecondary Institutions ◽  
Institutions Of Higher Education ◽  
Resource Guide ◽  
Extant Literature ◽  
Equity And Inclusion

A resource guide for institutions of higher education on retaining a focus on DEI during COVID-19 and after, based on extant literature.

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 50 Shades of Green: An Examination of Sustainability Policy on Canadian Campuses

2015 ◽  
Vol 45 (4) ◽  
pp. 81-100 ◽  
Author(s):  
Philip Vaughter ◽  
Tarah Wright ◽  
Yuill Herbert
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Colleges And Universities ◽  
Public Institutions ◽  
Postsecondary Institutions ◽  
Director General ◽  
Institutions Of Higher Education ◽  
Sustainability Initiatives ◽  
Sustainability Policy ◽  
Environment Sustainability

Koichiro Matsuura, Director-General of UNESCO, asserts that education is one of the most effective instruments that society can employ in the effort to adopt sustainable development. This paper is a first effort to explore the degree to which Canadian institutions of higher education, including colleges and universities, have embraced this assertion. It includes the first census of the existing environment/sustainability policies and/or plans of Canadian postsecondary institutions (n = 220), and an examination of the relationships between the existence of an environment/sustainability policy/plan and the presence of other sustainability initiatives on campus. The focus on policies and plans is timely because in public institutions like colleges and universities, actions and practices are determined by policy. The results reveal a number of patterns and insights, including, for example, the influence of provincial legislation on the uptake of policies.  

Book Review: Improving the Environment for Learning

NASPA Journal ◽  
1999 ◽  
Vol 36 (4) ◽  
Author(s):  
Donna M. Talbot
Keyword(s):  
Higher Education ◽  
Postsecondary Institutions ◽  
First Century ◽  
Institutions Of Higher Education ◽  
Self Assessment ◽  
Future Role ◽  
Self Evaluation ◽  
New Knowledge

"The challenges facing postsecondary institutions in the twenty-first century include determining the future role of universities in the creation of new knowledge, mastering technology and using it appropriately, and establishing effective planning and monitoring processes (p. 221)." With this quote, Donald emphasizes the growing need for institutions of higher education to engage in self-evaluation and self assessment in order to determing their "raison d' etre" in relationship to learning.

The Demand for Doctorally Prepared Public Health Personnel in Institutions of Higher Education

1988 ◽  
Vol 4 (5) ◽  
pp. 298-301 ◽  
Author(s):  
F. Douglas Scutchfield ◽  
Sharon Quimson ◽  
Stephen J. Williams ◽  
Richard Hofstetter
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Health Personnel ◽  
Institutions Of Higher Education

No Significant Difference in Service Learninng Online

2012 ◽  
Vol 16 (4) ◽  
Author(s):  
Sue Y. McGorry
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Institutions Of Higher Education ◽  
Management Skills ◽  
Program Outcomes ◽  
Online Delivery ◽  
Leadership And Management ◽  
Business Programs ◽  
Face To Face ◽  
Significant Difference

Institutions of higher education are realizing the importance of service learning initiatives in developing awareness of students’ civic responsibilities, leadership and management skills, and social responsibility. These skills and responsibilities are the foundation of program outcomes in accredited higher education business programs at undergraduate and graduate levels. In an attempt to meet the needs of the student market, these institutions of higher education are delivering more courses online. This study addresses a comparison of traditional and online delivery of service learning experiences. Results demonstrate no significant difference in outcomes between the online and face-to-face models.

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