Postsecondary Education

Given a growing asset-based approach to equipping English Learners (ELs) with the knowledge and skills to enter and succeed in postsecondary education, this brief examines ELs’ college readiness and postsecondary education outcomes in California. It includes a brief summary of relevant literature on college readiness among EL students. Researchers then present data retrieved from the California Department of Education on college readiness and postsecondary education. The results show that EL students lack access to college preparatory courses, have a low rate of meeting the state’s College/Career Indicator, and enroll in postsecondary education at lower rates than other groups. This policy brief concludes with recommendations for state-, district-, and school-level improvements for ELs’ college readiness and postsecondary enrollment.

A Story to Tell: 'A School Made Just for Us' (2017) is an updated and translated version of Storytellers (2016), which was selected as one og the 25 winners of the eponymous contest of the Social Sciences and Humanities Research Council of Canada (SSHRC). It was published in Les Cahiers du Ciéra in December 2017 and translated to English by Mikayla Cartwright and Kristopher Scott for presentation at the annual conference of the Oral History Association (OHA) in September 2018.

This ongoing chapter is part of Emanuelle Dufour's current doctoral research-creation project. It taps into the multiple potentialities of oral history and visual methodologies to promote a dialogue about educational issues involving Quebec and First Nations.

This course will engage with critical literature on the settler colonial and racist legacies of postsecondary institutions and education more broadly while encouraging students to imagine a just university. What does it mean to study, teach, and partake in universities in the U.S. that have historically enhanced and continue to enhance the lives of the mostly wealthy and are founded on enslavement, land theft, and exclusion? How can we work toward imagining and materializing more just universities and modes of education? Students will be asked to build a vision for what education can be by examining a variety of grassroots approaches to educational models such as Freedom Schools, Survival Schools, and the “Flying University.” At the same time, students will be asked to think about their own teaching praxis and to develop a teaching philosophy and syllabus they can use toward job applications. The class will be collaborative and praxis-based.

In this article, the authors discuss friendship as a method of qualitative inquiry. After defining friendship and positing it as a kind of fieldwork, the methodological foundations of friendship as method are established (Tillmann-Healy, 2003). The purpose of this narrative woven autoethnographic study is to examine the role of friendship in describing disabling physical and attitudinal access barriers in a university setting. Friendship represents a critical analytic lens through which disabled/nondisabled individuals alike may examine their positions, understandings, regimes of practices, and particular knowledges. Friends —Mark and Dan — discuss their experiences of disablement and reflections on dis/ability. The authors draw from their experiences of friendship and disability in higher education and their allied identities to discuss and examine questions of access, disclosure, and inclusion.

This article examines how young African immigrant men in
Southern Ontario cope with the dominant racial identity at school
in an effort to improve their academic performance and access
postsecondary education (PSE). Critical race theory in education is
employed to explain how the young men distance themselves
from stereotypes about Black masculinity by regulating their own
behaviour and differentiating themselves from their Caribbean
immigrant peers. Sixty-seven young men who had immigrated to
Southern Ontario from several African countries over the last 10
years were interviewed individually and in focus groups for the
study. The findings suggest that the research participants adopted
a model minority status within an educational system that clearly
embodies racist and systemically oppressive frameworks.

Amendments to the Higher Education Opportunity Act (2008), including the creation of the Transition and Postsecondary Program for Students with Intellectual Disabilities (TPSID) model demonstration program, have led to increased opportunities for students with intellectual disability to obtain postsecondary education. The present study builds on previous reviews of the literature on postsecondary education (PSE) for students with intellectual disability (SWID) to provide a review of articles published in peer-reviewed journals between 2010 and 2016. The specific aims were to (a) describe recent research, (b) determine the impact of TPSID funding on peer-reviewed literature, and (c) compare the domains and methodologies used with research on PSE for students with disabilities in general using the Postsecondary Access and Student Success (PASS) taxonomy (Dukes, Madaus, Faggella-Luby, Lombardi, & Gelbar, 2017). Findings are described and implications for research and practice are discu...

The North American Indigenous College Students Inventory (NAICSI) is an instrument that assesses cultural integrity for American Indian and Alaska Native college students across the domains of faculty/staff support, social/peer support, tribal/village support, family support and institutional support, along with the factors of cultural reciprocity and cultural resiliency, through the lens of transculturation. The theory of transculturation (Huffman, 2011) postulates that American Indian/Alaska Native students who are more socially integrated at school have higher levels of cultural exchange, are more successful academically, and are less likely to assimilate. The present study tested the NAICSI among 501 American Indian/Alaska Native college students at over 40 colleges and universities and the students comprised over 50 American Indian tribes and Alaska Native villages. A total of eight factor domains emerged from the exploratory factor analysis. The analyses revealed that the more transculturated a student is, the higher his or her grade point average is, and the higher the cultural exchange is for a student, the more cultural resilience he or she has. In addition, the higher the level of transculturation is, the higher the perception of support is from faculty/staff, social/peers, tribal community, family and institutions.

International higher education in the United States, and indeed worldwide, is in a critical moment. Notably, higher education worldwide has changed dramatically over the last ten years with regards to student enrollment, international mobility of students and scholars, the proliferation of international programs, and the core functions of teaching and learning. These profound challenges and opportunities are due largely to the global trends that are reshaping higher education as a global industry such as, the shift from product-based to knowledge-based economies, improved communication systems linking countries, and the increased economic integration among countries, otherwise known as globalization. While the impacts of globalization have had a profound impact on universities and university stakeholders worldwide, one of the most significant phenomena that is influencing the system of international higher education is affordability and accessibility.

Today, different countries have varying perceptions, policies, and practices of accessibility in higher education. Meeting basic accessibility requirements in the global economy is a critical first step for developers, media specialists, designers, usability professionals, and accessibility experts for ensuring that their IT (websites, multimedia, software, hardware) and digital (web, audio, video, media) infrastructure are accessible and affordable to all universities and university stakeholders. As colleges and universities are expected to train hundreds of thousands more students for roles in community and social development, this book seeks to create a new dialogue for teacher-scholars and advanced practitioners seeking to explore in-depth accounts of accessibility issues facing higher education and what it means for higher education’s future.

This book have important scholarly value for campus leaders and student affairs professionals on the implementation and benefits of international higher education accessibility in the 21st century, especially individuals who are working as IT and communication managers, media specialists and programmers, course designers, ADA coordinators human resource personnel, persons with disabilities, disability specialists, web designers, project managers, admissions officers, institutional researchers, chief information officers, chief diversity officers, instructional designers, university presidents, among others. The ultimate goal of this book is to provide new knowledge on the future of accessibility across competing imperatives in the field of higher education administration: improve student learning, increase college access and completion, enhance diversity, develop 21st-century skills, and cultivate global citizens.

Using a sample of 144 Native American undergraduates attending predominantly White universities in the United States, this study examined through multilevel regression analyses the influence of interactions with faculty and diverse peers on their sense of belonging in college. Interactions with others were positively related to sense of belonging, indicating that Native American students who engaged faculty in-class and diverse peers frequently and in varied ways felt a stronger sense of belonging in college than their same-race peers who engaged others less frequently or not at all. Grades in college also emerged as a significant predictor of Native American students’ sense of belonging. Implications for future policy and practice are highlighted, as well as recommendations for extending this important line of inquiry.

Beginning with an overview of historical perspectives of Native American women, this article includes some discussion of values and practices of contemporary Native American women, data pertaining to Native American women's participation in higher education, and an introduction of familial cultural capital, community cultural wealth, Native resiliency, and nation-building capital (Lindley, 2009). The women in this article come from two very distinct tribal communities: the Northern Arapaho and Haudenosaunee (Iroquois). The women of both communities used culture, community, and family as foundations of their success in college. The concepts that make up these Native forms of capital are then connected to Native resiliency (Guillory, 2008), Native capital (Ward, 2005) and nation building.

The occupational therapy profession in the United States is considering another shift in the level of entry-to-practice education. Currently, all accredited U.S. occupational therapy education programs offer graduate-entry master's degrees or clinical doctorates. In 2014, the American Occupational Therapy Association Board of Directors published a position statement supporting the idea of moving all entry-level occupational therapy education programs to the clinical doctorate level by 2025. This article provides an overview of the proposed reasons for doing so and the potential impact of this move on future students, education providers, clients and families, employers, and third-party payers and funding bodies along with the implications for the occupational therapy profession internationally. An open, informed, transparent, multiperspective, comprehensive debate about this education paradigm shift is recommended. In August 2015 the Accreditation Council for Occupational Therap...

h i g h l i g h t s Studies on instructors' difficulties in teaching students with disabilities are limited. This qualitative study employs interviews to explore science instructors' barriers. The study reports first-order (external) and second-order (internal) barriers. Complex interactions between first-order and second-order barriers are discussed. The need for effective professional development models is highlighted.

This chapter provides a description of the evolution of inclusive higher education in the United States, including legislative milestones and policy implications, as well as a description of the current array of higher education programs available to students with intellectual disability. Recent development efforts, guided by the Higher Education Opportunities Act of 2008, created a national demonstration
program in 27 states. A description of the model demonstration projects called Transition Postsecondary Programs for Students with Intellectual Disabilities (TPSIDs) is provided and findings from the National Coordinating Centre, charged with evaluating those projects, are presented. Finally, critical issues related to standards of practice, credentialing, and accreditation are addressed, and implications for policy and practice for future development of the field of inclusive higher education are offered.

Higher education worldwide is facing unprecedented challenges - the dramatic rise of college tuition, rapidly increasing demands for accountability, and a complex society that demands college graduates with even more skills and capacities. To understand how higher education can effectively address these challenges, this chapter investigates the economic and social benefits of higher education and what it means for the future of accessibility in higher education. Utilizing Critical Interpretive Synthesis (CIS) and signaling theory, a comprehensive search of the literature selected 60 peer-reviewed journal articles and twenty-five books published between 2000 and 2016. The findings suggest that student expectations for a college degree tends to be very instrumental and personal, while higher education purpose of undergraduate education tend towards highly ideal life- and society-changing consequences. Eight recommendations for teacher-scholars, policymakers, and campus leaders are proposed. The ultimate goal is to help make colleges skills and degrees more accessible for students.

Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study (ELS: 2002) to examine how student contact with high school counselors about college information and other college-related variables influence students’ college application rates. In addition to some college related variables, the number of school counselors, and student contact were significant predictors of college application rates.  Implications for school counselors and counselor training are included.

This cross-sectional descriptive study captured the perspectives of 14 college-bound students with ASD at the critical period of transition from high school using an open-ended prompt. The aim was to capture (1) student definitions of success as a college student, (2) the factors they identify as most influential leading to becoming a college student, and (3) the factors they identify as obstacles to becoming a college student. Findings suggest that college-bound young adults with ASD define success in terms of both academic and non-academic factors; identify factors leading to their success that suggest a need to collaborate with and support parents, and to utilize evidence-based practice to support student self-determination; and, request supports in relation to overcoming mental health issues (anxiety, fear, stress), and navigating college life with a disability. The study reports initial results of a larger mixed methods investigation to document and understand the transition and progress of college students with ASD, with the purpose of providing increasingly effective supports and services.

This timely volume documents the immediate, global impacts of the coronavirus pandemic (COVID-19) on teaching and learning in higher education. Focusing on student and faculty experiences of online and distance education, the text provides reflections on novel initiatives, unexpected challenges, and lessons learned.

Responding to the urgent need to better understand online teaching and learning during the COVID-19 pandemic, this book investigates how the use of information and communication technologies (ICT) impacted students, faculty, and staff experiences during the COVID-19 lockdown. Chapters initially look at the challenges faced by universities and educators in their attempts to overcome the practical difficulties involved in developing effective online programming and pedagogy. The text then builds on these insights to highlight student experiences and consider issues of social connection and inequality. Finally, the volume looks forward to asking what lessons COVID-19 can offer for the future development of online and distance learning in higher education.

This engaging volume will benefit researchers, academics, and educators with an interest in online teaching and eLearning, curriculum design, and more, specifically those involved with the digitalization of higher education. The text will also support further discussion and reflection around pedagogical transformation, international teaching and learning, and educational policy more broadly.

The importance of information is seldom centered in modern college access, college disparities, and college-going discussions. This article situates information and how it shapes college pursuits and intensifies inequities, particularly for minoritized groups. Specifically, the author unpacks two components from the Iloh Model of College-Going Decisions and Trajectories, information and information deserts, and explores their role and complexities. In doing so, the author attends to how information asymmetries, whether intentional or not, contribute to stratification and predatory college-going ecologies in the postsecondary education marketplace.

This volume uses case studies and students' lived experiences to document the impacts of coronavirus (COVID-19) on international students and explore future challenges and opportunities for student mobility within higher education.

Responding to the growing need for new insights and perspectives to improve higher education policy and practice in the era of COVID-19, this text analyses the changing roles and responsibilities of institutions and international education leaders post-2020. Initial chapters highlight key issues for students that have arisen as a result of the global health crisis such as learning, well-being, and the changed emotional, legal, and financial implications of study abroad. Subsequent chapters confront potential longer-term implications of students’ experiences during COVID-19, and provide critical reflection on internationalization and the opportunities that COVID-19 has presented for tertiary education systems around the world to learn from one another.

This timely volume will benefit researchers, academics, and educators with an interest in online teaching and e-learning, curriculum design, and more specifically those involved with international and comparative education. Those involved with educational policy and practice, specifically related to pandemic education, will also benefit from this volume.

Can we see art differently? Can others see and experience art as autistic, or non-neurotypical artists do?
An autistic, Richard Boswell is someone who thinks and sees differently, navigating through environments that inundates his senses with pictures, sounds, and people that forces him to interpret data his mind isn’t wired for. Boswell’s brain turns these encounters into patterns, repetitions and layers of  interactions that are realigned along lines of information and detail he experiences as art. As visual artist, Boswell relies on these intangible phenomena to guide him in translating a non-verbal language to a visual language. In his process of art making, the origins of memory and the material Boswell uses briefly suspend familiarity, the experience is peripatetic.

This study followed a qualitative research approach to investigate how welleducated professionals see the role of formal education in building human capital. Individuals need to understand the relationship between education and their human capital to justify the time and money they invested to get their education. Colleges and universities need to know the value of their output, to better value and promote the process of knowledge production and transmission and help the general public appreciate their work more. While the importance of a good education is a key factor in the success

Implications of D. Ausubel's Theory of Meaningful Verbal Learning and its derivative, the Advance Organizer' Model of Teaching, for deaf students are examined. Ausubel believes tbt complex intellectual processes (thinking, language, problem-solving, concept formation) are the major aspects of learning, and that primary emphasis should be placed on organization of experiences. These cognitive structuresare hierarchically organized in teams of highly inclusive conceptual clusters, under which are subsumed less inclusive sub-concepts. Implications center on issues of philosophy, curriculum (including that the most general ideas should be presented first, followed by progressively differentiated material)l'and classroom teaching (including that advance organizers, such as illustrations, anologies, and concepts and terms already familiar to the learner should be used to strengthen cognitive structure and enhance retention of new information). An example of one such advance organizer used for an English composition class is given. (CL) Abstract N.

This study tested the conceptual framework of school counseling college-going culture (SCCGC) using a national sample of 15,857 high school students from the High School Longitudinal Study 2009. We examined the relationship of SCCGC (i.e., counselor expectations and priorities, student-counselor contact for collegecareer counseling prior to 12th grade, college and career readiness activities, and constraints) to high school seniors' college decisions (i.e., student-counselor contact for college admissions counseling in 12th grade, student-counselor contact for financial aid counseling in 12th grade, number of college applications, and enrollment in college). Multinomial and ordinal logistic regression analyses revealed that counselors' expectations and priorities, student-counselor contact for college-career counseling prior to 12th grade, college application and financial aid help, and college information and Free Application for Federal Student Aid meetings were positively related while caseload was negatively related to students' college decisions (after controlling for parent involvement, academic performance and aspirations, and student demographics).

This paper grapples with some of the key questions facing those who wish to ensure that Canadian students have access to the kind of STEM learning they will need to succeed in the economies and societies of the 21st century – whether it be as innovators working on the cutting edge of technological advancement or as citizens participating fully in the life of their communities. This paper is also a part of the larger Canada 2067 project. Initiated by Let’s Talk Science, Canada 2067 is a unique national initiative designed to shape the future of Canadian STEM learning, with a focus on Kindergarten to Grade 12. Using the perspectives and opinions of Canadians, Canada 2067 will develop an action plan and a national vision for STEM learning aimed at ensuring young Canadians are prepared to compete, thrive and contribute in the rapidly changing world of tomorrow.

The decisions to go to college and where are life-altering. Accordingly, college choice theory has been a necessary framework for understanding access and destinations in postsecondary education. The author argues for the need to depart from framing college-going around “choice” and puts forth a timely and context-driven alternative to previous college choice frameworks. In particular, the Iloh Model of College-Going Decisions and
Trajectories illuminates the bidirectional relationship among three dimensions (information, time, and opportunity). The paper . concludes with new directions for researchers, community members, leaders, and practitioners across the P–20 education pipeline.

The central question engaged in this chapter is: How can the TALLS framework help to call in spirituality and explorations of spirituality and dialogue into educational spaces? Our starting point is the Learning Spirit (Battiste, 2013) as set out by the TALLS framework that we continue to expand and explore through the work of decolonial thinkers including  Simpson (2014), Kimmerer (2015) and Anzaldúa (2015). How do we begin to activate the Learning Spirit (Battiste, 2013) so that it can first be acknowledged,  find a place of belonging in the classroom and begin talking back to colonial, patriarchal and hegemonic structures and practices?  We use the metaphors of puncturing, weaving and braiding as ways to rupture and meaningfully craft and integrate spiritual and decolonial practices into existing structures and systems, leading to their transformation.  In thinking about the unlearning section of the circle within the TALLS framework, we consider how we challenge hegemonic ways of knowing while simultaneously honouring other ways of knowing in higher education classrooms within this phase of the cycle.  We share our attempts to puncture the fabric of colonial structures while inviting in the spiritual lives of our students, weaving and braiding together new forms of learning, knowing and being. This chapter explores these issues through theory, analysis and a deep reflection on our own praxis and visioning of what is to come in the context of the climate crisis.

As the cost of college tuition has increased, policymakers and practitioners have begun to examine the proliferation of college promise programs (i.e., tuition-free grant programs, debt free college programs) across the United States (Perna & Smith, 2020). These initiatives typically aim to lower or eliminate the cost of college attendance and in doing so increase college completion among underrepresented groups: predominantly low-income, first-generation, students of color. While several states and cities have announced or launched promise programs designed to improve college retention and completion, scholars of education policy and practitioners know relatively little about the implications of these initiatives, and whether certain policies or procedures are best suited to specific contexts.

The purpose of this study is to determine what effect a statewide 30-credit hour annual completion policy had on the academic outcomes of college promise program recipients at two 4-year public research universities, Indiana University Bloomington (IUB) and Indiana University-Purdue University, Indianapolis (IUPUI). The policy, which has been emulated in many states, aims to encourage students to take 15 credits per semester (or 30 credits per year) and thereby remain on course to complete a bachelor’s degree in 4 years (Bill & Melinda Gates Foundation, 2015; Lumina Foundation, 2017; SHEEO, 2008; U.S. Office of the Press Secretary, 2009). While the new legislation adopted in Indiana is an attempt by the Indiana Commission for Higher Education (ICHE) to improve college completion and on-time graduation of students, very few scholar-practitioners, aside from a few within the University of Hawaii system and Complete College America (CCA), have provided evidence that attempting to complete 30 credits per academic year significantly improves academic performance and subsequently, degree completion rates among underrepresented students. This study examines the implementation of and subsequent policy change to the early-commitment college promise program, Indiana Twenty-First Century Scholarship (TFCS) Program.

Using administrative data from the Indiana University’s University Institutional Research and Reporting (UIRR) office, representing 7,842 low-income students who enrolled shortly before and adopt the policy was implemented, this observational study employs a quasi-experimental, difference-in-differences (DiD) approach to explore the impact of the Indiana Code Title 21 (IC-21-12-6-7) (30 credit hour annual completion policy) on students’ academic outcomes. Specifically, this quantitative study examines the heterogenous treatment effects of this policy change on the academic performance (e.g., cumulative credit hours accumulated, cumulative grade point average [GPA], degree completion status) of Indiana TFCS recipients at IUB and IUPUI, compared to non-TFCS Pell recipients from the same time period (Fall 2011 through Fall 2014 cohorts). The study will be guided by the following research questions: (1) Did the 30-credit hour annual completion policy (15 to Finish) achieve its intended effects: increasing credit accumulation, improving student progress and increasing graduation rates? and (2) Are any of the identified policy effects moderated by demographic factors (race, gender, generation) and pre-college characteristics (high school GPA, SAT score)? Does the policy appear to have differential effects for various types of students?

Results suggest that the 30-credit hour annual completion policy showed a positive significant effect on credits and grades but had no effect on degree completion status at IUB (a small town, primarily residential, more selective, flagship research university). In addition, the study found a significant interaction effect for Gender and Generation Status when accounting for pre- and post-policy groups. Specifically, Gender yielded significant interaction effects on TFCS recipient academic outcomes in terms of Year 1 Cumulative Credits, Year 2 Cumulative Credits, and Year 1 Cumulative GPA, suggesting that female students at IUB appear to have significantly benefited from the 30-credit hour annual completion policy. The policy had no interaction effect on low-income, first-generation students enrolled at IUPUI (an urban, primarily nonresidential, moderately selective research university) for both the academic progress continuous variables and the college completion status binary variables. These findings demonstrate that the policy, which was related to a broader, national 15 to Finish initiative did not produce its intended effect, nor did it have any adverse consequences for low-income, first-generation students.

The results of this policy evaluation research have important implications for policymakers, politicians, university administrators, and advanced practitioners who seek to design college promise programs for completion. This research contributes to the empirical literature on state policies aimed at increasing student progression and completion. Moreover, this study extends beyond the CCA’s 15 to Finish initiative and highlight the broader effects of required academic performance policies on student success. The study will inform public debate about and adjustments of the policy and will also highlight several directions for future research.

Although some research has shown a negative relation between Facebook use and academic performance, more recent research suggests that this relation is likely mitigated by multitasking. This study examined the time stu- dents at different class ranks spent on Facebook, the time they spent multitasking with Facebook, as well as the activities they engaged in on the site (N = 1649). The results showed that seniors spent significantly less time on Facebook and spent significantly less time multitasking with Facebook than students at other class ranks. Time spent on Facebook was significantly negatively predictive of GPA for freshmen but not for other students. Multi- tasking with Facebook was significantly negatively predictive of GPA for freshmen, sophomores, and juniors but not for seniors. The results are discussed in relation to freshmen transition tasks and ideas for future research are provided.

The purpose of this literature review was to locate, describe, and analyze empirical data on mentoring individuals with disabilities in postsecondary (or higher) education. The fundamental question posed was: Is there evidence to support effective mentoring practices for students with disabilities in postsecondary (or higher) education? This paper begins with a brief description of several types of mentoring models to establish context, followed by a presentation of the parameters of the literature search. Findings demonstrate that evidence-based research about mentorship for students with disabilities in postsecondary education is minimal. Only 10 articles fit the search criteria. These articles are categorized into three areas: a) transition to higher education, b) success in higher education, and c) work and higher education. A discussion of themes in the articles reviewed is followed by suggestions for future research.

Critical accounts of contemporary higher education are often emplotted by a demand that the state make good on its post-War promises of distributed affluence, inclusion, and social mobility. Oriented by the critical interventions of Sylvia Wynter and Denise Ferreira da Silva, in this article I suggest that despite significant differences between the post-War (liberal) model of students as engaged citizens and the current (neoliberal) model of students as customers and entrepreneurs, both are rooted in the same template of humanity. That is, they are different iterations of the same modern subject that requires the violent racial and colonial architectures of the nation-state and global capital to enable their reproduction and legitimate their claims to progress, autonomy, and universal reason. Yet most efforts to address the contemporary problems of higher education fail to identify this constitutive violence, because these efforts are rooted within liberal frames of justice that self-preservingly cannot challenge their own conditions of possibility. I suggest that the orienting framework of transformative justice offers possibilities for dismantling the modern subject and reimagining and remaking higher education in ways that affirm the ethical and political obligations that are rooted in our entanglement with each other and the world. However, these possibilities are not without complication and must be engaged in their full complexity in our efforts to imagine and practice justice otherwise in the context of higher education.

Palimpsest is an international journal for linguistic, literary and cultural research founded at the Faculty of Philology in Stip in 2016. It is published in printed form and electronically twice a year, the first issue in May and the second one in November.
The journal publishes papers in the area of linguistics, literary science, teaching methodology and culturology. In addition, there is a section reserved for reviews of books, monographs, and other publications in the sphere of philology and culturology. The international journal Palimpsest publishes papers in the following languages: Macedonian, English, Russian, German, Italian, French and Turkish.
All papers are double-blind peer-reviewed by two independent reviewers prior to being accepted for publication.
Papers for the sixth issue of Palimpsest should be submitted not later than 25 September 2018.

This annotated bibliography does not attempt to be inclusive of this broad field of literature concerning peer collaborative learning. Instead, it is focused intentionally on a subset of the educational practice that shares a common focus with increasing student persistence towards graduation. At the end of this overview, several suggestions are made for differentiating the models from each other and the level of institutional resources and resolve with implementing them. The seven student peer learning programs included in this bibliography meet the following characteristics: (a) implemented at the postsecondary or tertiary level; (b) clear set of systematic procedures for its implementation that could be replicated by another institution; (c) program evaluation studies have been conducted and are available for review; (d) intentionally embeds learning strategy practice along with review of the academic content material; (e) outcomes include increased content knowledge, higher final course grades, higher pass rates, and higher college persistence rates; and (f) the program has been replicated at another institution with similar positive student outcomes. From a review of the professional literature, six programs emerged: (a) Accelerated Learning Groups (ALGs), (b) Emerging Scholars Program (ESP), (c) Peer Assisted Learning (PAL), (d) Peer-Led Team Learning (PLTL), (e) Structured Learning Assistance (SLA), (f) Supplemental Instruction-PASS (SI-PASS), and (g) Video-based Supplemental Instruction (VSI). As will be described in the following narrative, some of the programs share common history and seek to improve upon previous practices. Other programs were developed independently.

Current graduation rates indicate a lack of persistence at public two-year community and technical colleges.  This study identifies promising practices found to be effective in the way they help improve graduation rates at public two-year colleges in the United States.  The research outcomes recommend effective strategies of practice targeting increased student persistence.  A National longitudinal dataset, the Integrated Postsecondary Education Data System (IPEDS), was queried for graduation rates that increased significantly between 2009 and 2014.  The colleges demonstrating significant increases in graduation rates were surveyed, and interviews were conducted with those self-selecting to participate by providing a context to the student success experience on their campuses.  Graduation rates of all 910 public two-year colleges consistently demonstrated a negatively skewed 21 percent mean graduation rate in 150 percent of completion time associated with first-time, full-time students.  The research determined that coaching and advising, in addition to supplemental instruction and tutoring intervention, had the largest impact of the programs, processes, and practices identified by colleges surveyed and having significant graduation rate increases between 2009 and 2014.  There were enduring themes that emerged from the iterative process of thematic analysis employed in the qualitative aspect of this mixed methods study.

Manitou College, one of the first Canadian post-secondary
institutions for indigenous students, was created in 1973 on
the abandoned site of the missile base located in La Macaza,
Quebec. Despite its very short existence, Manitou College had
a considerable impact on the definition of a collective
indigenous identity and on the construction of First Nations
leadership in Canada and Quebec. Using primary and
secondary sources as well as new testimonies from key actors,
this article aims to contextualize the rise and fall of Manitou
College.

En 1973, dans les installations de l’ancienne base miliaire de La Macaza, au Québec, ouvrait l’un des premiers établissements postsecondaires destinés aux étudiants autochtones du Canada. Si l’expérience du Collège Manitou ne dura que quelques années, elle eut pourtant un effet considérable sur la fortification d’une identification collective, sur l’essor d’un leadership et sur le processus d’autonomisation autochtones au Canada et au Québec. À travers le recensement de sources primaires et secondaires et l’apport de nouveaux témoignages d’acteurs clés, cet article propose de retracer les grandes lignes qui ont caractérisé la création, le développement puis la fermeture du Collège Manitou.

I prepared this report for the Australian Qualifications Framework Council in 2009. Here is the blurb from the AQF's website:

In April 2009, the then Deputy Prime Minister asked the Chair of the AQF Council, Mr John Dawkins AO, to provide advice on how to improve qualifications and recognition arrangements that would lead to more seamless pathways between the vocational education and training (VET) and higher education sectors which would benefit students.

The final report: Building better connected learning through improved student pathways is supported by a comprehensive technical report which elaborates on the findings and conclusions of the final report.

The Pathways Project Technical Report is supported by four separate research reports which collectively provide comprehensive information on existing practices and arguments for future reform. The research papers examine:

Data Collection
Funding
Policy and Regulatory Analysis
Programs and Pathways

Depuis son ouverture en 2011 à Odanak, l’Institut collégial Kiuna constitue le seul établissement postsecondaire conçu par et pour les Premières Nations du Québec. Il s’inscrit dans la ligne directe de son prédécesseur, le Collège Manitou de La Macaza (1973-1976) et des Tribal Colleges and Universities (TCU) américains en matière de sécurité et de continuité culturelles. Or, l’introduction de perspectives autochtones et de cursus adaptés au sein du système d’éducation provincial pose un certain nombre de défis conceptuels et logistiques. L’établissement postsecondaire peut-il s’avérer un environnement favorable au développement identitaire des étudiants autochtones ? L’adaptation de programmes postsecondaires peut-elle contribuer à la persévérance et à la réussite des étudiants des Premières Nations ? Cet article vise à analyser les dispositifs inscrits au sein du projet pédagogique du programme Sciences humaines – Premières Nations de l’Institution Kiuna. À la lumière des témoignages d’étudiants, de diplômés et de professionnels autochtones recueillis entre 2013 et 2015, il tend à démontrer que l’adaptation de cursus et de services postsecondaires contribue à la sécurité culturelle, à l’enracinement identitaire et, donc, à la persévérance scolaire d’étudiants des Premières Nations.

Mots clés :
Institution Kiuna,  sécurité culturelle,  étudiants autochtones,  continuité culturelle,  Collège Manitou

*article lauréat du Prix étudiant chercheur étoile du Fonds québécois de recherche société et culture (FQRSC), avril 2017.

You Can’t Get an Elder in an App: Elder Engagement for Mi’kmaw and Wolastoqey Post-Secondary Education brings together the voices of many Mi’kmaw and Wolastoqey Elders and other Knowledge Holders, Mi’kmaw Kina’matnewey Education Directors and Mi’kmaw, Wolastoqey and allied professors concerning Elder engagement for Mi’kmaw and Wolastoqey education. Their perspectives are supported by oral sources, academic and grey literature and by a national university scan of promising practices for Elder engagement. The goal of the research is to help articulate the needs for Elder engagement in Mi’kma’ki and Wolastoqey homelands and outline a vision that can be used to create and enhance existing programming.
Available on the Mi'kmaw Kina'matnewey website at: http://kinu.ca/document/you-cant-get-elder-app-final-report