Education Commons^™

Annual Report Of The Cohort 3 Tpsid Model Demonstration Projects (Year 1, 2020–2021), Meg Grigal, Debra Hart, Clare Papay, Belkis Choiseul-Praslin, Rebecca Lazo

All Institute for Community Inclusion Publications

Think College REPORTS present descriptive data in narrative and tabular form to provide timely information to researchers, practitioners, and policymakers for review and use. This report provides program- and student-level data reported by TPSIDs (Transition and Postsecondary Programs for Students with Intellectual Disabilities) during the 2020-2021 academic year. Program data reflect program characteristics, academic access, supports for students, and integration of the program within the institute of higher education during the first year of FY 2020-2025 funding. This report also provides information on the strategic partnerships and financial sustainability of TPSID programs. Student data reflect study demographics, course enrollments, employment …

Highlights Of Annual Report Of The Cohort 3 Tpsid Model Demonstration Projects (Year 1, 2020–2021), Meg Grigal, Think College National Coordinating Center Staff

All Institute for Community Inclusion Publications

This Highlights document was created with data from the Annual Report of the Cohort 3 TPSID Model Demonstration Projects (Year 1, 2020-2021) for those who are interested in the most critical statistics from the report, or are sharing with a broad audience. It features bold graphics and brief summaries of program and student data, including exit and post-exit outcomes.

The Percentage Of People Who Receive Vr Services Varies Greatly Across States, Alberto Migliore

All Institute for Community Inclusion Publications

Receiving vocational rehabilitation services is a key step toward employment. However, the percentage of job seekers with intellectual disabilities who receive #VocRehab services varies greatly across states, from 93% in Vermont to 34% in Nebraska. Check out this new DataNote to see how your state compares

Matching In-School Predictors Of Post-School Success To Variables In The National Longitudinal Transition Study 2012, Clare Papay, Meg Grigal, Alberto Migliore

All Institute for Community Inclusion Publications

Reviews of the transition literature have identified 23 in-school predictors of post-school success for students with disabilities. We sought to identify available variables in the National Longitudinal Transition Study 2012 (NLTS 2012) Phase I dataset that correspond with the 23 in-school predictors of post-school success to better understand transition experiences for students with disabilities. This report discusses the iterative review process we used to identify close matches for 11 predictors, weak matches for 6 predictors, and no match for 6 predictors. Implications for research are also discussed.

Paid Employment Of Transition-Age Youth With Intellectual Disability And Autism Compared With Other Youth, Belkis Choiseul-Praslin, Clare K. Papay, Meg Grigal, Alberto Migliore, Jie Chen

All Institute for Community Inclusion Publications

Employment is one of the most significant markers of independence and success for a person. One’s ability to secure and maintain employment in a paid position can have a significant impact on their overall quality of life, community participation, financial self-sufficiency, and pathway to a long-lasting career. Unfortunately, the paid employment rate for youth and adults with a disability remains markedly lower than their peers without a disability. Our understanding of national employment trends and outcomes for youth with disabilities has been heavily informed by the National Longitudinal Transition Study (NLTS) and NLTS2, with data gathered in 1987–1991 and 2001–2009 …

Comparing Access To In-School Predictors Of Post-School Success For Students With Intellectual Disability In Conventional And College-Based Transition Services, Clare Papay, Meg Grigal, Alberto Migliore, Jie Chen, Belkis Choiseul-Praslin, Frank Smith

All Institute for Community Inclusion Publications

College-based transition services provide opportunities for transition-age students with intellectual disability and autism (ID/A) between the ages of 18 and 22 to receive their final years of secondary transition services in a college or university setting. We compared the extent to which youth with ID/A experience in-school predictors of post-school success in conventional vs. college-based transition services. For our analysis we used the NLTS 2012 Phase I dataset and the Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) 2010-2015 dataset. The findings of this study also identify potential advantages to offering college-based transition services, as well as guidance …

Profile Of Students Attending Cohort 2 Tpsid Programs: Enrollment And Completion By Gender, Race, And Ethnicity, Belkis Choiseul-Praslin, Clare Papay, Meg Grigal

All Institute for Community Inclusion Publications

Postsecondary education opportunities for students with intellectual disability (ID) steadily increased between 2015 and 2020, in part due to a federal model demonstration program called the Transition and Postsecondary Program for Students with Intellectual Disability (TPSID). This program, implemented by the Office of Postsecondary Education, commenced in 2010 and was funded again in 2015, when 25 grants were awarded to institutions of higher education to create, expand, or enhance high-quality, inclusive higher education experiences leading to positive outcomes for individuals with ID. This report highlights student-level characteristic data from Cohort 2 TPSID programs between 2015 and 2020.

Paying For College: Exploring Funding Sources For An Inclusive Postsecondary Education Program, Cate Weir

All Institute for Community Inclusion Publications

Any student preparing for college must have a plan to pay for college and students with intellectual disability (ID) are likely to use many of the same resources as other college students to pay for college. There are some resources specific to individuals with disabilities to consider, as well. Students are using numerous approaches to pay for college, often braiding together several different funding sources to cover the costs. This brief reviews some information about a variety of possible funding sources that students and their families can consider as they determine what will work for their specific situations:

• Federal financial …

Developing A College Program For Students With Intellectual Disability, Brian Freedman, Julie Lackey, Kathleen Becht

All Institute for Community Inclusion Publications

This resource is intended to provide an initial list of areas to consider when developing an inclusive postsecondary education (IPSE) program with a robust course of study, a meaningful certificate, and improved employment and quality of life outcomes for non-degree seeking college students with intellectual disability (ID). There is a list of six program development areas with helpful tips, guiding questions, and many resources to support the process.

A Model For Intentional College And Career Learning Inside And Outside The Classroom, Kathryn Burke, Kathleen Becht

All Institute for Community Inclusion Publications

In this Insight Brief, the authors present a five component model of student-directed learning for use by college programs to teach and track student specific college and career academic, social, and independence, skills without segregated courses. The five components include, 1) the foundational use of person-centered planning, 2) a set of college and career skills divided into four domains (academic and career habits, community engagement, balance of multiple roles, and self-direction), 3) a goal setting and monitoring process supported by 4) circles of support, and 5) intentionally planned college and career experiences. Three worksheets are a included and facilitate both …

I Was A Think College Policy Advocate!, Arthur Moreira

All Institute for Community Inclusion Publications

Arthur Moreira shares about his experience as a Think College Policy Advocate in 2022. Arthur, a student at College of Alameda, had the opportunity to learn about advocacy and disability policy from experts at AUCD and Think College, and then travel to Washington, DC, where he visited representatives and talked with them about issues important to people with disabilities, including education, the Americans with Disabilities Act, and more.

Developing Registered Apprenticeships Within Inclusive Postsecondary Education, Megan Macon

All Institute for Community Inclusion Publications

One of the main goals for students attending college is to provide opportunities for career exploration and ultimately, to secure paid work. One way to do that is through apprenticeships. In this brief, you will learn about the key components of apprenticeships, the reasons why apprenticeships are a promising practice in inclusive postsecondary education (IPSE), and the steps to develop registered apprenticeship programs. Information about the Early Childhood Education pilot apprenticeship program at Next Steps at Vanderbilt is shared as an example of the use of apprenticeships in IPSE.

The Boston Opportunity Agenda: A Historic Case Study Of Public-Private Partnership In Education (2007-2019), Timothy M. Lavin

Graduate Doctoral Dissertations

This historic case study studied the development of the Boston Opportunity Agenda (BOA), a public-private educational partnership, from 2007-2019. Despite significant prominence, influence, and investment from the partners involved, public-private educational partnerships in Boston have been understudied. The intention of this dissertation was to bring an understanding of how this urban educational public-private partnership developed; the motivations of the partners to participate; the partner perceptions of the successes and challenges of the partnership; and the extent of the partnership's influence on the Boston Public Schools.

This case study utilized qualitative methods of document analysis and semi-structured interviews of partnership leaders …

Critical Transformations Through Community Service-Learning Programs For Students Of Color At Predominantly White Institutions, Varsha Ghosh

Graduate Doctoral Dissertations

Service-learning has become deeply embedded in higher education, as both a co-curricular and curricular tool to achieve learning outcomes, promote civic engagement and promote diversity. Yet it has also struggled with the critique that service-learning, unintentionally, reinforces deficit thinking by promoting a dominant narrative centered on the White middle-class perspective. This narrative excludes the experience of students and faculty who reflect the demographics of the community served or who are simultaneously from the community and the institution. This qualitative study seeks to challenge the traditional narrative to understand the service experience of students of color from low-income backgrounds at predominantly …

Esl A2 Optional Class For 7th Grade Students, Judit Szabó

Instructional Design Capstones Collection

This paper describes an A2 level English class for 7th-grade students. The 10-week course focuses on vocabulary building, speaking, and reinforcing A1/A2 level grammar.

The needs analysis plan is described to provide context for the course and was used as a basis for the course design and instructional choices. The main body of the paper discusses instructional strategy and detailed course design. Key course aspects include scaffolding, relevance, and emphasis on active engagement and interaction. Class materials for Weeks 1-3 are worked out in detail and included in Appendices A and B.

Arbor Edge Defense (Aed) Sales Training, Michael J. Wetherbee

Instructional Design Capstones Collection

Due to a change in revenue policy, an organization that sells products in the DDoS attack solution space embarked on a journey to fundamentally change the strategy they employed to sell their DDoS solution. The offering from the organization was a combination of two products that provided a comprehensive DDoS solution. The solution was made up of a cloud solution combined with an on-premises appliance.

Because most of the cloud portion was owned by another organization and the profit margins were small, they decided to sell their portion to the other organization. Once sold, they decided to change the sales …

Pre-Mentoring Training On Financial Literacy For Small Business Owners, Marwa Abduljawad

Instructional Design Capstones Collection

Small business owners are continuously faced with challenges to grow their business. These challenges are not only related to market conditions, some of them are associated with the business owner's lack of knowledge or skills; thus, many of them seek mentoring opportunities. This project explores the knowledge gap between the mentor and mentee, with a focus on financial literacy and how it impacts mentoring outcomes. A needs assessment was done to assess this performance problem through interviewing project SME’s, surveying stakeholders, and literature review. Based on the findings, a self-paced micro eLearning was proposed with an instructional goal of the …

Chunk Of Change: Microlearning, Social Cognitive, And Transformative Learning Theory To Support Wellness Routines, Jessica Brand, Jenny Erickson

Instructional Design Capstones Collection

This paper explores the design of a 5-week course for Jamie O'Neil, a fitness and nutrition coaching company. Any quest to achieve optimal wellness requires the ability to make consistent personal choices that support one's own health, fitness, and nutritional needs. Efforts to support these choices are often strengthened when targeting both the cognitive and behavioral domains. Jamie O'Neil found this to be true. Clients revealed themselves to be highly self-critical and to operate on top of assumptions and beliefs about themselves. These beliefs deterred their motivation and ability to sustain new health habits. To ensure that both the cognitive …

The Perceptions Of Academic Librarians On Their Role In Lifelong Learning, Self-Directed Learning And Heutagogy, Anna Ferri

Instructional Design Capstones Collection

This paper uses a qualitative methodology to explore the perceptions of academic librarian on the definition of lifelong learning and their roles in supporting lifelong learning. Existing research on the topic was aligned to the emergent educational model of heutagogy to identify key concepts including self-directed learning, learner agency, and the impact of technology. Heutagogy is a learning model focused on self-determined learning, often in a high technology environment, for mature learners who have high degrees of agency over the entire learning process including identifying learning goals and methods, locating resources, and designing assessments. Using loosely structured interviews of academic …

Let's Play A Story: Early Educators' Experience Implementing Story Drama With Support From Coaching, Amanda Wiehe Lopes

Graduate Doctoral Dissertations

While imaginative play, music, movement, and the visual arts are established components of the curriculum in early childhood education (ECE), teacher-guided story drama, or “improvised role play stimulated by a story” (Booth, 2005, p. 8), is an underutilized arts-based practice that supports children’s early literacy skills, creativity, and enjoyment of learning. There are numerous practitioner books and resources about the benefits of and strategies for how to incorporate storytelling, dramatic play, theater, and creative dramatics into the early learning environment (Bolton & Heathcote, 1999; Booth, 2005; V. Brown & Pleydell, 1999; Carleton, 2012), however, there is little research examining the …

The Activity Of Abstraction In Physical Chemistry Problem Solving And Instruction, Jessica M. Karch

Graduate Doctoral Dissertations

Productive problem solving, concept construction, and sense making occur through the core process of abstraction. Although the capacity for domain-general abstraction is developed at a young age, the role of abstraction in increasingly complex and disciplinary environments, such as those encountered in undergraduate STEM education, is not well understood. Undergraduate physical chemistry relies particularly heavily on abstraction because it uses many overlapping and imperfect mathematical models to represent and interpret phenomena occurring on multiple scales. To reconcile these models, extract meaning from them, and recognize when to apply them in problem solving requires processes of abstraction. This dissertation aims to …

Developing A Theater Skills-Based Workshop To Facilitate Exploration Of Self-Identity For Young People, Natasha N. Goss

Critical and Creative Thinking Capstones Collection

This synthesis will explore the premise of a working outreach platform comprised of experiential methodology, and practical tools and strategies to serve the intended audience. The paper presents an in-depth example of a workshop curriculum created for middle-school aged youth, (12-14 years old), who may struggle with self-esteem, understanding their self-worth, and making responsible decisions. The work explores two intersecting ideas that 1) poor self-concepts and misperceived thinking can lead youth to behave negatively and make detrimental decisions, and 2) theater involvement can produce a theater-based skillset capable of combating those poor self-concepts and misperceived thoughts and changing the trajectory …

Assessing The Role Of Motivational Factors In Facilitating Artists’ Personal And Professional Development, Ece Gurler

Critical and Creative Thinking Capstones Collection

Various factors exert influence on an artist’s impetus. If artists can learn about different ways to use these both external and internal factors to facilitate their personal and professional development, their creative process and productivity will be affected positively. According to the research, individuals display three types of orientation during the exploration and development process -and so creative process: The desire to be effective (White, 1959), autonomous (DeCharms, 1968), and related to significant others (Deci & Ryan, 1991). Effective-oriented personalities tend to be motivated by extrinsic rewards or punishment, whereas autonomously oriented people are more intrinsically motivated. However, understanding the …

"More Dynamic, More Engaged”: Faculty Perspectives On Instructing Students With Intellectual Disability In Inclusive Courses., Meg Grigal, Allison Taylor, Daria Domin, Clare Papay

All Institute for Community Inclusion Publications

The knowledge and attitudes of faculty and instructors greatly influence the experiences of all college students, including college students with intellectual disability (ID). As the number of institutions of higher education enrolling students with ID grows, faculty and staff must be prepared to support the learning needs of all of these college students. We conducted qualitative interviews with 10 college faculty teaching inclusive courses at seven colleges and universities across the U.S. to solicit their perspectives on a) the benefits and challenges of instructing students with ID, and b) what they need to provide the best instructional experiences. This paper …

Guidelines For Effective Adaptive Learning: A Meta-Analysis, Jennifer C. Dahlmann

Instructional Design Capstones Collection

Adaptive learning adjusts to the student’s needs to improve learning outcomes, but adaptive learning platforms approach this goal in vastly different ways. When tested, these platforms also show varying levels of success in improving learning. The goal of this meta-analysis is to develop guidelines for the creation and implementation of adaptive learning based on studies where adaptive learning was utilized.

Exploring Student Engagement With A Nanotechnology Module For Middle School Developed Using The Model Of Educational Reconstruction, Martyna Laszcz

Graduate Masters Theses

Nanoscience and Nanotechnology (NST) is a booming multi-disciplinary field, with significant implications towards scientific and technological innovation. The growing reach of NST has created a demand for a skilled and scientifically literate workforce. However, NST is typically inaccessible outside of specialized contexts. Therefore, there is a need for bringing NST into the K-12 classroom.

In this study, we explored the use of technology-based NST modules to introduce middle and high school students to the field, wherein students unpacked an NST tool, the atomic force microscope (AFM), to learn about basic NST-related science concepts. The module created for this study was …

Don’T Ignore My Voice: A Call To Action By And For Gender-Expansive Youth, Sam Hoyo

Graduate Doctoral Dissertations

Gender-expansive youth are regularly discriminated against because they do not fit into the socially constructed gender binaries of the schools they attend. Nor, typically, do they have a general sense of personal safety, often feeling socially and academically excluded from their dominant heteronormative school culture. This youth participatory action research mixed method study advocates for the academic success of gender-expansive youth by documenting how gender expansive young people embody damaging educational experiences and to what extent these experiences can also lead to solidarity, resilience, and perseverance. The research findings include that gender expansive youth feel tolerated but not supported by …

A Framework For Justice-Centering Relationships And Understanding Impact In Higher Education Community Engagement, Melissa M. Quan

Graduate Doctoral Dissertations

Community engagement in higher education has been promoted as critical to fulfilling higher education’s responsibility to the public good through teaching, learning, and knowledge generation. Reciprocity and mutual benefit are key principles of community engagement that connote a two-way exchange of knowledge and shared power and decision making. However, it is not clear, from existing literature, whether community engagement impacts communities in meaningful or positive ways.

The problem addressed through this study was how campus-community partnership stakeholders define impact. This was a study of how impact was determined; it was not an assessment of whether identified outcomes were achieved. Using …

Daring To See: White Supremacy And Gatekeeping In Music Education, Brian A. Gellerstein

Graduate Doctoral Dissertations

Music education in the U.S. maintains a legacy of cultural hegemony that has historically and systemically benefited the White students it was designed to serve, at the expense of Black and Brown students and teachers. As a subdiscipline concerned with cultural production and reproduction, the persistence of White supremacy within music education contributes to its indefatigability within the broader society.

This study is cast within a theoretical framework that connects critical race theory and critical pedagogy in order to address the ways in which music teachers make meaning of gatekeeping practices mediated within hidden structures of White supremacy. This inquiry …

Asynchronous Training For Online Teaching Assistants, Jason Snellings

Instructional Design Capstones Collection

The University of Massachusetts Boston (UMB) eLearning and Instructional Design (eLID) team provides technical support to faculty and teaching assistants (TAs) as they teach online courses. There is currently a lack of support for TAs to properly train them to handle the technical tasks designated to them by faculty. This lack of education results in an increased workload on the eLID team in responding to TAs. Research was conducted to determine what the common duties of TAs are and what roles they should be able to fulfill at UMB. In addition, research was used to determine the best method of …