Postsecondary Environments Research Articles

Advocacy and Allyship Matters: Well-being Among University Students With Disabilities

It is important to understand factors that optimize the experiences of post-secondary students with disabilities. Although limited research has examined the factors related to their subjective well-being, some students with disabilities report lower well-being and greater loneliness than their counterparts. Thus, the purpose of this study was to examine the association between self-advocacy and subjective well-being, and whether self-compassion moderates this relationship, and the association between allyship and loneliness, and whether perceived organizational support moderates this relationship. In this study, 149 student participants, all of whom identified as having a disability, responded to an online questionnaire. While self-advocacy and self-compassion were both associated with well-being, self-compassion did not moderate the relationship. Similarly, while allyship and organizational support were associated with loneliness, organizational support did not moderate the relationship. This study contributes to the literature by identifying factors that may influence the well-being of students with disabilities within post-secondary environments.

Factors in successful programme completion for postsecondary students with disabilities: A systematic review of the literature

AbstractEnrolment of postsecondary students with disabilities continues to increase, yet completion rates of postsecondary students with disabilities are much lower than those of their non‐disabled peers. The purpose of this systematic review is to examine the perceptions of postsecondary students with disabilities, solely within the USA, regarding factors they believe are influential in completing their postsecondary programme. Specifically, the study will focus on student‐related factors as identified within the literature. A total of 19 studies were identified after meeting the inclusionary criteria for review. The results of the review identified the student's kindergarten (K) to grade 12 (K‐12) transition services, the student's knowledge of their disability and related postsecondary disability services, the student's ability to self‐advocate, the student's self‐determination and the student's support system as student‐related factors that influence their ability to successfully complete a postsecondary programme. According to the literature, these student‐related factors are heavily impacted by the social interactions of their past and present instructors, peers, support systems, legislators and chosen postsecondary institution. Therefore, Critical Disability Theory was chosen as the lens for analysis to examine how students with disabilities, a marginalised group, continue to face obstacles within postsecondary environments. Postsecondary students with disabilities are more apt to be successful in completing their programme if the identified student factors are present. It is important for K‐12 support systems, family support systems and postsecondary institution support systems to recognise that the identified factors are important for successful programme completion by students with disabilities. Implications for future research, policy and practice are discussed.

Evaluating Saudi Parental Interagency on Collaborative Initiatives for Successful Post-Secondary Transition of Students with Intellectual Disabilities.

Effective collaboration between schools and community agencies is paramount for the successful transition of students with disabilities to post-secondary educational settings. This study, conducted in Riyadh, Saudi Arabia, focuses on assessing the level of collaboration from the perspective of parents of students with intellectual disabilities. Using descriptive analysis, data was gathered from 191 parents, and the results indicate a perceived low level of collaboration between schools and various agencies in planning and supporting the transition to post-secondary environments. The study results evaluate collaboration in three dimensions: (a) universities rank lowest with =1.61 and SD=1.102). (b) vocational training centers ranking highest (1st rank) with an = 1.97 and SD = 1.079), and (c) other relevant service centers 2nd rank with =1.69 and SD= 1.177. The findings emphasize the necessity for legislative measures directing agencies to engage in collaborative agreements with secondary schools. This proactive approach aims to enhance opportunities for students with intellectual disabilities during their transition to post-secondary education and training. The study concludes with implications for future research and recommendations for fostering improved collaboration and support mechanisms.

Social media in undergraduate teaching and learning: A scoping review protocol.

To conduct a scoping review that systematically examines the body of research on social media in undergraduate teaching and learning in order to identify key issues, trends, gaps, and needs. Our objectives include determining what methods have been commonly used to study social media in undergraduate teaching and learning, and to synthesise insights from published research findings within the fields of higher education, educational technology, and the scholarship of teaching and learning. The use of social media technologies in post-secondary environments has been increasing over time, and especially following the shift to remote teaching and learning during the COVID-19 pandemic, this growth has continued. This review addresses a need to analyse and understand the body of research on the use of social media across undergraduate contexts for teaching and learning. This scoping review includes peer-reviewed journal articles on social media in an undergraduate teaching or learning context published at any time, in English. In addition to including concepts and terms related to social media broadly, based on global social media usage, we include within our search the most commonly used social media platforms. We excluded items from the grey literature (such as reports, dissertations, and theses), and studies that focus on groups outside of the undergraduate population of interest (e.g., in elementary, secondary, or graduate settings, etc.). Systematic searching will be conducted in relevant subject and multidisciplinary databases: Education Database, Education Research Complete, ERIC, British Education Index, Australian Education Index, Academic Search Complete, and Scopus. Records will be deduplicated and screened using Covidence software, with each record independently reviewed by two researchers in both rounds, screening titles and abstracts in the first round, and full-text of articles in the second. Researchers will meet to discuss discrepancies and make decisions using a consensus model, and a third researcher will be independently tasked with resolving any conflicts. Data extraction will also use two independent researchers to review each article.

Informing Inclusive Practice in Post-Secondary Environments: Perspectives of Post-Secondary Instructors with Learning Disabilities

This paper offers post-secondary instructors an opportunity to think about teaching practices and strategies for meaningful inclusion of students with learning disabilities (SLD) in post-secondary environments (PSE). Utilizing the narratives of the authors and building on the principles of Universal Design for Learning (UDL), it provides recommendations for effective inclusive pedagogy for instructors to consider. These recommendations are framed by the three main UDL guidelines of multiple means of engagement, representation, and of action and expression (CAST, 2011). By approaching teaching and assessment in this way, instructors may engage learners authentically, thus reducing the potential for disengagement and subsequent underachievement. This may also facilitate an equitable environment where students can participate in meaningful ways. Finally, instructors may have more time available in class to address student questions and provide support.

Low-income students thriving in postsecondary educational environments.

Low-income students thriving in postsecondary educational environments.

Practitioner's Approach to Academic Integrity through the Lens of Equity, Diversity, and Inclusion

The aim of this session is to provide insight into the practical application of the principles of equity, diversity, and inclusion (EDI) to the promotion of academic integrity and management of academic misconduct through a practitioner’s lens. This perspective will present the experiences of practitioners working in both the K-12 and post-secondary environments, in which diverse student populations necessitate the implementation of elements of EDI into everyday interactions with learners. The discussion will include awareness of marginalizing factors, provision of voice, and intersectionality relevant to the lived experiences of students. Participants will come away with a renewed understanding of practical ways to apply an EDI lens to promoting academic integrity and managing academic misconduct.

Building a Culture of Academic Integrity through Restorative Justice

Restorative justice (RJ) is a philosophy and set of values and principles that can inform justice practices and responses to harm. Its processes aim to address needs, repair or transform relationships, and promote understanding, meaningful dialogue, and direct accountability. Ethical and mindful approaches to RJ processes have the potential to address power imbalances, enhance community participation, establish relationship-based environments, and respond more meaningfully to human needs, which promotes social justice. A restorative lens has been applied to post-secondary environments in relation to academic and non-academic harms that occur on and off campus between students, faculty, and staff. This workshop will describe what we are learning through taking a restorative approach to building a culture of academic integrtity at Kwantlen Polytechnic University. Workshop participants can expect us to cover the following topics:* Describe the principles and procedures of restorative justice in relation to promoting a culture of academic integrity* Identify the benefits of restorative justice as an effective response to academic integrity violations compared to punitive approaches

Remote Global Learning: The Role and Use of Virtual Exchange for U.S. and Irish Graduate Students

The importance of internationalization and effective online collaborative learning is well established, and the recognized value of cross-cultural exchanges by higher education institutions has resulted in a diverse range of initiatives including the use of virtual exchanges. Virtual exchanges are global online learning experiences for students enrolled in postsecondary coursework. The purpose of this study was to examine a virtual exchange learning opportunity for U.S. and Irish graduate education students. Utilizing an online collaborative learning theoretical lens, this case study found that while there were varying levels of commitment and unequal expectations and contributions of the graduate students, students described the importance and significance of the unique learning experience. Implications for research and practice are discussed for future use of virtual exchange within the postsecondary environment.

Black Women Abroad: Constructions of Gender, Race, Language, and Culture

In this qualitative study, we describe how gender, race, language, and culture cumulatively shape researcher development. Using a collaborative autoethnographic design, we theorize about our experiences as two Black women who conducted their dissertation research in Brazil and Ethiopia. Our data sources include retrospective interviews, journal reflections, and researcher memos. We arrive at four themes that reflect our development as researchers: (a) the importance of a boundary spanner, (b) the power of local knowledge, (c) negotiating the use of local and “international” languages, and (d) researcher assumptions developed due to the perceptions of others. We make sense of these themes using an integrative framework that combines a researcher development model and a conceptualization of Black feminist qualitative inquiry. Our findings have implications for practitioners supporting doctoral students of color and researchers who use Black feminist epistemologies to conduct autoethnographic work. By sharing these themes, we contribute to theory, research, and practice about underrepresented researchers in postsecondary environments, particularly related to the linguistic and cultural aspects of doctoral research.

Partner with admissions to address student concerns

Over the past year, I've revised my book for parents, high school educators, and other related professionals on how to prepare students with disabilities for successful college transition (Seven Steps to College Success: A Pathway for Students with Disabilities, 3rd Edition ). Throughout that process, and in two years running an online community for parents focused on transition issues, as well as more than a decade of making presentations around the country, I've seen how much families don't know, misunderstand, or have been misinformed about the postsecondary environment. In my next three columns, I'll discuss what I've learned and suggest ways for you to provide information so that everyone has a better experience with the transition process.

Partner with admissions to address student concerns

Over the past year, I've revised my book for parents, high school educators, and other related professionals on how to prepare students with disabilities for successful college transition (Seven Steps to College Success: A Pathway for Students with Disabilities, 3rd Edition.) Throughout that process, and in two years running an online community for parents focused on transition issues, as well as more than a decade of making presentations around the country, I've seen how much families don't know, misunderstand, or have been misinformed about the postsecondary environment. In my next three columns, I'll discuss what I've learned and suggest ways for you to provide information so that everyone has a better experience with the transition process.

Using Technology as a Compensatory Technique for Executive Function Skill Deficits During the Coaching Process

Enrollment rates of students with disabilities (SWD) in postsecondary education continue to rise, yet SWD continue to face challenges with persistence toward degree completion. Executive function deficits (e.g., difficulty concentrating, managing time, problem solving, or planning) often impact academic, social, and occupational function. Academic and social adjustment to the complexity of life beyond students' homes can be stressful, further exacerbating difficulties with executive function skills necessary for postsecondary success. Coaching can assist young adults during postsecondary education to enhance executive function skills and has the potential to reduce stress and anxiety. Coaching is a collaborative, client-centered process designed to elicit client identification of goal areas, increase self-awareness, and problem-solving solutions. This practitioner article explores executive function skills, coaching, and how technology can be used within the coaching process to support executive function deficits for students in the postsecondary environment.

Partner with Admissions to address student concerns

Over the past year, I've revised my book for parents, high school educators, and other related professionals on how to prepare students with disabilities for successful college transition (Seven Steps to College Success: A Pathway for Students with Disabilities, 3rd Edition will be released in February of 2023). Throughout that process, and in two years running an online community for parents focused on transition issues, as well as more than a decade of making presentations around the country, I've seen how much families don't know, misunderstand, or have been misinformed about the postsecondary environment. In my next three columns, I'll discuss what I've learned and suggest ways for you to provide information so that everyone has a better experience with the transition process.

Student’s Perception of Instructor’s Emotional Intelligence and Student Performance during Online Learning at the Public University in Malaysia: An Correlational Study

The rates of failure for the online student courses are higher compared to the traditional student courses. In a study of these student failures, emotions of the instructor are among the factors to this failure. This is because the effectiveness of online courses and the improvement of student achievement are closely related to emotions. Therefore, The objective of this quantitative, correlational study was to learn more about the link between student perceptions of instructor emotional intelligence and student performance in an online postsecondary environment. The population was taken from 30 part two full time postgraduate students in the faculty of education in UiTM. Probability sampling was used in this research. All data for this study was obtained online utilizing a closed-ended questionnaire with the Genos Emotional Intelligence Inventory other-report, concise version for instructors and student performance. The researcher applied for the consent letter from the respective faculty. The questionnaires are distributed to the chosen respondent. SPSS was used to analyze the data. Descriptive and Inferential statistics data will be used to analyze the data gained in this research. Next, the hypothesis was used by the researcher to study whether the hypothesis is accepted or rejected. This study found that there was a significant relationship between the student’s perception of the instructor's emotional intelligence and student performance during online learning at the public university in Malaysia.

Disclosure in the classroom and beyond: The perspectives of a professor with mental illnesses.

The purpose of this essay was to illustrate how I as a prosumer use disclosure in teaching a psychiatric rehabilitation course to graduate students in rehabilitation counseling. I begin the essay by providing a brief sketch of my path to both recovery and a career in academia. I then discuss my experiences disclosing that I have mental illnesses to students, focusing on how it has mutually benefited us all. I end the essay by discussing how prosumers who are also educators can advocate more broadly to dispel myths and create more inclusive postsecondary environments for students with mental illnesses. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Effects of a Self-Advocacy Intervention on Abilities of Black College Students With Intellectual and Developmental Disabilities to Request Academic Accommodations

Abstract Several barriers exist that inhibit the success of students with disabilities in postsecondary education environments, one of which is the lack of self-advocacy skills to effectively request academic modifications and ask for other supports when needed. In this study, we used a single-subject multiple-probe across participants design to examine the effects of a self-advocacy intervention on the abilities of college students with intellectual and developmental disabilities (IDD) to request their academic accommodations. We primarily focused the intervention on Black youth with IDD attending an inclusive higher education program. Results indicate moderate to strong evidence of a functional relation between the intervention and the students' abilities to request academic accommodations. Implications for future research, policy, and practice are discussed.

Exploring the value of a BioBlitz as a biodiversity education tool in a post-secondary environment

Biodiversity education is widely considered a necessary component of protecting global biodiversity by helping to change harmful attitudes and actions. BioBlitz events, rapid surveys of all living things in a defined area over a set period, are becoming a widely used practice for biodiversity education. The aim of this study was to evaluate the use of a campus BioBlitz as a place-based experiential learning experience for early undergraduate science students by having students work alongside naturalist experts to build skills in species observation and identification using the iNaturalist app. We surveyed students about their perceptions of the BioBlitz experience. Eighty two percent of students agreed that the BioBlitz provided valuable hands-on learning, they valued learning outside of a traditional classroom, and felt they learned new knowledge about species identification. Many students reported a heightened sense of environmental stewardship and a positive sense of place on campus. We conclude with a discussion of the benefits of a campus BioBlitz in overcoming many of the emerging challenges associated with outdoor field-based education. Supplemental data for this article is available online at https://doi.org/10.1080/13504622.2021.1960953 .

Promoting Virtual Engagement: Addressing the Social and Mental Health Needs of Students with Intellectual Disabilities in a Remote Postsecondary Environment

Students with intellectual disabilities (IDs) benefit most from an inclusive curriculum facilitating engagement with peers without IDs. While such curricula exist in primary and secondary education, inclusive postsecondary education (IPSE) is still new. Integrated IPSE allows students with and without IDs to take classes together, with further inclusion in residential life and extracurricular activities. In addition to fostering growth in students with IDs, this creates a diverse college experience for those without IDs, cultivating an informed and inclusive student body.
 Knights Exemplar (KE) is a student-led peer mentorship program supporting students with IDs enrolled in Inclusive Education Services (IES), an integrated IPSE program at the University of Central Florida (UCF). KE educates students to ensure peer mentors of the highest quality, serving as role models and bridging the gap between IES students and university resources. 
 However, six months after KE was founded, UCF shut down due to safety concerns related to the COVID-19 pandemic. This sudden disruption to the organization’s functioning created an array of challenges that needed to be addressed in order to resume operation in a virtual capacity. In dealing with these struggles while prioritizing the social and emotional needs of the students in IES, we learned to adapt to new challenges and make the most of the circumstances of the COVID-19 pandemic. Ultimately, our experiences can serve as a lesson for other university-based IPSE programs seeking to provide more significant support to students with IDs in a virtual environment.

Supporting Autistic Adults in Postsecondary Settings: A Systematic Review of Peer Mentorship Programs.

The number of autistic individuals attending college or university is increasing, yet graduation rates are low as postsecondary environments often fail to support autistic students' individual needs. Peer mentorship programs are emerging as a promising approach for providing individualized, one-on-one support to meet this service gap for autistic postsecondary students. However, no literature has systematically described these programs. We conducted a systematic review that described existing peer mentorship programs for autistic students in postsecondary education as well as their effectiveness. Our search of five databases found nine unique programs that were evaluated in 11 peer-reviewed articles. Programs reported positive outcomes in various domains, which included social skills, academic performance, and sense of belonging. The evidence for these programs was primarily qualitative, sample sizes were small, and there was considerable heterogeneity in the format, provision, and goals of these programs, as well as the evaluation methods used. Overall, the state of the research related to the efficacy of peer mentorship programs for autistic students remains in its infancy, and further research is needed to quantify effectiveness and enable program comparisons. Why was this review done?: The number of autistic individuals attending college or university is increasing, yet graduation rates are low as most colleges and universities do not have the neccessary accommodations to support this population. Several peer mentorship programs now exist to provide individualized, one-on-one support for autistic students at college or university.What was the purpose of the review?: While several programs exist, it is unknown how effective these programs are in improving the academic experience for autistic students.What did the researchers do?: We systematically reviewed research describing existing peer mentorship programs for autistic university/college students and their effectiveness. Our search of five databases revealed nine unique programs that were evaluated in 11 peer-reviewed articles.What were the results of the review?: Most peer mentorship programs reported positive outcomes in various areas, including social skills, academic performance, and a sense of belonging. However, many of the studies were quite different in their approach and how they evaluated success, thus making it challenging to compare the programs with one another.What do these findings add to what was already known?: The findings from our systematic review highlight that only a few studies related to peer mentorship programs exist. We need more research to quantify the effectiveness of peer mentoring programs for autistic college/university students.What are potential weaknesses of this review?: There were evident inconsistencies between evaluation methods and types of measurement across studies, and studies often had a small number of participants, which limited our ability to make conclusions about the impact of such programs.How will these findings help autistic adults now or in the future?: This article provides a summary of the kinds of supports available to autistic adults within postsecondary settings, which may help autistic adults explore options for their own education. Advancing research in this area may improve the college/university experience for autistic adults in the future.