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Full-Text Articles in Education
Collaborative Leadership In Action, Maureen Scully, Katie Bates
Collaborative Leadership In Action, Maureen Scully, Katie Bates
Emerging Leaders Program Team Projects
The 46 fellows in the 2017 cohort of the UMass Boston Emerging Leaders Program worked with seven community partners on projects of strategic importance to these nonprofit and government organizations. The fellows contribute their professional skills and discover collaborative leadership through practice. The theme of our public symposium is “Collaborative Leadership in Action.” The fellows shared their insights about what collaborative leadership involves – its challenges and benefits – and what they take back to their workplaces.
Transition To The Academy: The Influence Of Working-Class Culture For First-Generation Students, Ladonna L. Bridges
Transition To The Academy: The Influence Of Working-Class Culture For First-Generation Students, Ladonna L. Bridges
Graduate Doctoral Dissertations
This dissertation addresses the influence of working class culture on transition to college for first-generation, low-income students. Transition to the dominant culture of college often leaves first-generation students living in two worlds, creating cultural dissonance and leading to lower retention and persistence. Through narrative inquiry, this study explores the lived experiences of students of color, including recent immigrants, at both private and public universities during the first semester of college. Focusing specifically on how habitus and social class shape academic and social experiences for this population, this qualitative study employs virtual go-alongs or walking interviews as a methodology to supplement …
Academic Capitalism And The Public Good In Public And Private U.S. Higher Education: A Grounded Theory Study Of Internationalization, Asabe W. Poloma
Academic Capitalism And The Public Good In Public And Private U.S. Higher Education: A Grounded Theory Study Of Internationalization, Asabe W. Poloma
Graduate Doctoral Dissertations
Within the context of U.S. higher education, market forces inform institutional strategies at public and private universities alike (Rhoades & Slaughter, 2006). Despite existing studies on market-driven forces in the internationalization and transnationalization of U.S. higher education (Knight, 2004; Marginson, 2012; Rhoades, Lee and Maldonado-Maldonado, 2005; Stromquist, 2007), there is a relative lack of theoretical or methodological engagement with how the theory of academic capitalism informs our understanding of the dominance of market-driven strategies in internationalization and how those strategies and practices blur the boundaries between the market and the public good. Furthermore, no studies have explored how the intersection …
Nursing Advising Using A Mooc: A Case Study, Sandra G. Nadelson, Louis S. Nadelson, Morgan Scadden, Lesa Minnick, Heather Thomas
Nursing Advising Using A Mooc: A Case Study, Sandra G. Nadelson, Louis S. Nadelson, Morgan Scadden, Lesa Minnick, Heather Thomas
Current Issues in Emerging eLearning
Advanced technology has moved online courses from being available to exclusively to elite students to literally being open to the general public. The proliferation of Massive Open Online Courses (MOOCs) has led to expanding public access to a wide range of information including careers in health care fields. Our group developed a MOOC to assist people from around the world who are interested in pursuing a career in nursing get the information they need to be successful in the nursing program and in the profession of nursing. In this article, we describe course content, who the students were who enrolled …
Characteristics Of Students That Attended Transition And Postsecondary Programs For Students With Intellectual Disability (Tpsids) By Vr Partnership Status, Meg Grigal
All Institute for Community Inclusion Publications
The National Coordinating Center (NCC) at Think College, funded by the Office of Postsecondary Education, US Department of Education, provides support, coordination, training, and evaluation for Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) model demonstration project grantees. These TPSID grantees were tasked with creating, expanding, or enhancing high-quality, inclusive postsecondary education (PSE) programs to support positive outcomes for individuals with intellectual disabilities (ID) (e.g., educational attainment, employment, and community inclusion). The NCC has collected data on student demographics, experiences, and outcomes as well as TPSID program attributes, including partnerships with external organizations such as vocational rehabilitation (VR) …
Program Data Summary (2015–2016) From The Tpsid Model Demonstration Projects, Meg Grigal, Clare K. Papay, Debra Hart, Frank A. Smith, Daria Domin
Program Data Summary (2015–2016) From The Tpsid Model Demonstration Projects, Meg Grigal, Clare K. Papay, Debra Hart, Frank A. Smith, Daria Domin
All Institute for Community Inclusion Publications
Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides summary data about programs from the Year 1 (2015-2016) Transition and Postsecondary Programs for Students with Intellectual Disabilities.
Year One Student Data Summary (2015–2016) From The Tpsid Model Demonstration Projects, Meg Grigal, Debra Hart, Clare Papay, Frank Smith, Daria Domin
Year One Student Data Summary (2015–2016) From The Tpsid Model Demonstration Projects, Meg Grigal, Debra Hart, Clare Papay, Frank Smith, Daria Domin
All Institute for Community Inclusion Publications
Think College Reports present descriptive data in narrative or tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides summary data about students from the Year 1 (2015-2016) Transition and Postsecondary Programs for Students with Intellectual Disabilities.
Predictors Of Self-Determination In Postsecondary Education For Students With Intellectual And Developmental Disabilities, Karrie Shogren, Michael Wehmeyer, Leslie Shaw, Meg Grigal, Debra Hart, Frank Smith, Sheida Khamsi
Predictors Of Self-Determination In Postsecondary Education For Students With Intellectual And Developmental Disabilities, Karrie Shogren, Michael Wehmeyer, Leslie Shaw, Meg Grigal, Debra Hart, Frank Smith, Sheida Khamsi
All Institute for Community Inclusion Publications
Given the increasing enrollment of students with intellectual and developmental disabilities in postsecondary education and the potential impact of self-determination on postsecondary outcomes, this study analyzed data on the self-determination status of students with intellectual and developmental disabilities completing their first year of a postsecondary education program. Secondary school (e.g., inclusion in high school and participation in state assessments) and postsecondary education experiences (e.g., advocacy for accommodations, participation in social activities, and living arrangements) that predicted self-determination status were examined. Directions for future research and practice are discussed.
The Think College Transition Model: Developing Inclusive College-Based Transition Services For Students With Intellectual Disability And Autism, Meg Grigal, Maria Paiewonsky, Debra Hart
The Think College Transition Model: Developing Inclusive College-Based Transition Services For Students With Intellectual Disability And Autism, Meg Grigal, Maria Paiewonsky, Debra Hart
All Institute for Community Inclusion Publications
Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism.
The Think College Transition Model: Developing Inclusive College-Based Transition Services For Students With Intellectual Disability And Autism, Meg Grigal, Maria Paiewonsky, Debra Hart
The Think College Transition Model: Developing Inclusive College-Based Transition Services For Students With Intellectual Disability And Autism, Meg Grigal, Maria Paiewonsky, Debra Hart
All Institute for Community Inclusion Publications
Think College Insight Brief #34 features information about the Think College Transition (TCT) Project. This project focuses on the dual enrollment for students with intellectual disabilities (ID) or autism. Typically this model is used for students seeking to take advanced placement courses so they can seek college credit and high school credit at the same time. TCT has found that dual enrollment is a promising practice for students with ID and autism.
Access To The Disability Supports Office By Students With Intellectual Disability In Tpsid Programs, Clare Papay, Frank Smith, Meg Grigal
Access To The Disability Supports Office By Students With Intellectual Disability In Tpsid Programs, Clare Papay, Frank Smith, Meg Grigal
All Institute for Community Inclusion Publications
This Fast Fact #13 examines data from the model demonstration projects focused on how many college students with disabilities access the Disability Supports Office (DSO), and what services they receive from the DSO. The findings suggest that more students are requesting services from the DSO, in general, with higher numbers being reported from 2-year institutions of higher education (IHE) than 4-year IHEs.
First-Year Retention Rate Of Students Attending Institutions Of Higher Education Via A Tpsid Program, Meg Grigal, Clare Papay, Frank Smith
First-Year Retention Rate Of Students Attending Institutions Of Higher Education Via A Tpsid Program, Meg Grigal, Clare Papay, Frank Smith
All Institute for Community Inclusion Publications
In this Fast Fact #14, we examine recent retention data on students attending Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs), and make comparisons to retention rates of undergraduate students from a national data source. As retention has been found to differ between 2-year and 4-year institutions and between residential and non-residential campuses (Tinto, 2006–2007), we make these comparisons with the TPSID data.
Access To The Disability Supports Office By Students With Intellectual Disability In Tpsid Programs, Clare Papay, Frank Smith, Meg Grigal
Access To The Disability Supports Office By Students With Intellectual Disability In Tpsid Programs, Clare Papay, Frank Smith, Meg Grigal
All Institute for Community Inclusion Publications
This Fast Fact #13 examines data from the model demonstration projects focused on how many college students with disabilities access the Disability Supports Office (DSO), and what services they receive from the DSO. The findings suggest that more students are requesting services from the DSO, in general, with higher numbers being reported from 2-year institutions of higher education (IHE) than 4-year IHEs.
First-Year Retention Rate Of Students Attending Institutions Of Higher Education Via A Tpsid Program, Meg Grigal, Clare Papay, Frank Smith
First-Year Retention Rate Of Students Attending Institutions Of Higher Education Via A Tpsid Program, Meg Grigal, Clare Papay, Frank Smith
All Institute for Community Inclusion Publications
In this Fast Fact #14, we examine recent retention data on students attending Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs), and make comparisons to retention rates of undergraduate students from a national data source. As retention has been found to differ between 2-year and 4-year institutions and between residential and non-residential campuses (Tinto, 2006–2007), we make these comparisons with the TPSID data.
One Year After Exit: A First Look At Outcomes Of Students Who Completed Tpsids, Clare K. Papay, Kartik Trivedi, Frank A. Smith, Meg Grigal
One Year After Exit: A First Look At Outcomes Of Students Who Completed Tpsids, Clare K. Papay, Kartik Trivedi, Frank A. Smith, Meg Grigal
All Institute for Community Inclusion Publications
There are increasing opportunities for students with intellectual disability in the United States to enroll in and obtain postsecondary education. This Fast Fact #17 provides a first look at the employment, education, and living situation outcomes achieved by students in TPSID programs 1 year after completion.
Tips For Supporting Students With Intellectual And Developmental Disabilities To Attend College, Clare Papay, Megan M. Griffin
Tips For Supporting Students With Intellectual And Developmental Disabilities To Attend College, Clare Papay, Megan M. Griffin
All Institute for Community Inclusion Publications
There are more than 260 inclusive college programs for students with ID exist across the United States (Think College, 2017). This number represents an exponential increase in programs—nearly 10 times greater than the number of programs available in 2004 (National Coordinating Center Accreditation Workgroup, 2016). Not only are there more programs to choose from, with recent revisions to the Higher Education Opportunity Act, students with ID also can access federal financial aid for attending postsecondary education programs that meet federal requirements. In addition to taking academic courses, students have opportunities to expand their social skills, improve self-determination, and learn other …