Postsecondary Education

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.

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.

The field of higher education studies has expanded dramatically in recent years. Notably, research centers/institutes and academic programs devoted to the field of higher education (tertiary education) has increased worldwide to now include peer-reviewed journals, books, reports and publications. Utilizing secondary data from 277 higher education programs, 217 research centers/institutes, and 280 journals and publications from Higher Education: A Worldwide Inventory of Research Centers, Academic Programs, and Journals and Publications (2014), this paper examines the policy actors and scholars engaged in higher education studies across 48 countries. The finding of this study suggests that people living the world's wealthiest countries occupies a position of significant privilege and power with regards to access to higher education research, analysis, and trained human capital. As higher education research centers, programs, and journals around the world expand their understanding of their place in a wider global network of similar entities, supporting one another and particularly under-resourced colleagues around the world deserves increasing attention.

Suggested citation:
Chan, R. Y. (2019). Higher education as a field of study: An analysis of 495 academic programs, research centers, and institutes across 48 countries worldwide. In N. Popov, C. Wolhuter, L. Beer, G. Hilton, J. Ogunleye, E. Achinewhu-Nworgu, & E. Niemczyk (Eds.), Glocal Education in Practice: Teaching, Researching, and Citizenship (pp. 124-131). Sofia, Bulgaria: Bulgarian Comparative Education Society (BCES).

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.

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.

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.

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.

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.

This white paper, commissioned by the College Reading & Learning Association, examines the terrain of college developmental reading. The terrain of college developmental reading is vast and varied, including both classroom and non-course-based instruction, and it expands traditional understandings of what is considered remediation in the reading field. Because developmental education has recently garnered unprecedented attention at national levels, this white paper is especially timely. Our purpose is to engage in a critical look at the field to illuminate both the role and impact of college developmental reading.

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.

The authors examined the advantages and disadvantages of
different postsecondary institutions, their admission requirements, the cost of attending and the realities of degree attainment for underprepared students. The authors focus specifically on problems faced by students with weak literacy skills who enroll in universities that do not have admission
requirements. They consider the importance of early learning and educational experiences that positively affect college readiness and highlight the responsibilities of institutions and faculty in assisting underprepared students who are enrolled in postsecondary programs.

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.

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

This report synthesises the findings from the three-year program of research - Vocations: the link between post-compulsory education and the labour market. The authors explore how building better links between education and work can help provide a more coherent approach to vocational development. They propose the use of vocational streams and productive capabilities in the education system and labour market to achieve this. The authors also highlight a number of short-, medium- and long-term policy objectives.

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

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.

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.

This article analyses the expansion of higher education offered by technical and further education institutes in Australia and it compares this provision with the expansion of higher education in further education colleges in England, and baccalaureate degrees in community colleges in the United States. It argues that this provision can open new opportunities for students, while at the same time contributing to social inequality because not all types of higher education are equal. It uses Trow’s typology of elite, mass and universal higher education to analyse this expansion, and it uses social realism to discuss whether ‘applied’ higher education provides students with similar opportunities to students in more elite institutions. It draws from two related research projects in Australia that researched the growth of higher education in institutions outside universities to explore these issues.

Tribal Colleges and Universities (TCUs) have a unique history within Native American education. Born out of necessity, TCUs were chartered for three reasons: (1) to facilitate nation-building through self-determination (Boyer, 2015); (2) to increase the completion rates of American Indian/Alaska Natives (AI/ANs); and (3) to counteract the forced assimilation policies and practices of the U.S. government and religious institutions.

As of the 2015-2016 academic year, TCUs had enrolled approximately 11.2% of all AI/ AN undergraduate students and most institutions have expanded their educational efforts to offer dual/concurrent enrollment to high school students (U.S. Dept. of Education, 2015e). Due to the dearth of empirical quantitative research that analyzes the college experiences of students who attend TCUs, this report analyzes the descriptive statistics extracted from the National Center for Education Statistics (NCES) Integrated Postsecondary Education Data System (IPEDS) for enrollment, completion, and financial aid trends for TCUs; utilizes correlation analyses, analysis of variances (ANOVAs), and ordinal regression, to examine the perceptions of support and cultural and educational outcomes for 266 AI/ AN TCU students, who participated in the Native American College Student Study (Marroquín, forthcoming) and then compared their experiences to AI/AN students who attended PWIs and Native American Serving Institutions (NASIs).

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.

This study queried arts entrepreneurship educators about their conceptions of arts entrepreneurship, its pedagogy, and its applicability to studio art majors in the context of traditionally held notions of the hostile relationship between art and commerce. In a problematic labor market for studio art graduates, arts entrepreneurship education promises to address the disappointment expressed by arts alumni about the quality of professional training they received in college. Implementing a qualitative research design, I interviewed sixteen educators who taught or supervised arts entrepreneurship curricula at public or private postsecondary institutions, and I gathered participant syllabi and publically available course information.

Using an inductive process of coding borrowed from grounded theory, I coded the resulting data and organized the findings into three broad themes: ‘conceptions of arts entrepreneurship,’ ‘art and commerce,’ and ‘studio-based arts entrepreneurship.’ This study found that educators conceive of arts entrepreneurship in terms of traditional business concepts but also differentiated entrepreneurial training for artists in significant ways, particularly emphasizing career self-management as a key outcome. Another finding reveals that the tension between art and commerce may not play a significant role in the arts entrepreneurship classroom, but that studio art majors still struggle with the process of pricing their work. Finally, my participants made it clear that they do not serve studio art majors as a unique subculture, but feel that their existing curricula is more than adequate to address their needs.

My study contributes to a growing body of literature in a field that is still wrestling with common definitions and theoretical frameworks for arts entrepreneurship, and addressed a specific gap in the literature on studio art majors as a distinct subculture. I provided empirical evidence to support Chang and Wyszomirski’s key framework for arts entrepreneurship and for future researchers to further explore questions of territorial silos between arts entrepreneurship education, career services, and disciplinary art education.

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.

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.

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.

A search of the peer-reviewed literature on postsecondary students with disabilities identified 67 articles particularly relevant to social integration, which is well recognized as an important factor supporting the retention of postsecondary students in general. Qualitative approaches were the most common, with 43.4% of the articles reporting this as the primary method used and on the whole clearly showing that students with disabilities commonly feel that their conditions are sources of stigmatization and discrimination. Research exploring the attitudes of faculty and peers generally finds that they tend to have doubts about the capacity of students with disabilities to succeed in higher education and to sometimes avoid social interactions with them due to concerns about not knowing how to behave appropriately or communicate effectively. It is therefore understandable that a large proportion of students with hidden disabilities (learning disabilities, attention disorders, etc.) prefer to keep their disability status to themselves as much as possible. Each disability subgroup tends to have its own set of social issues. Research and practice are not well developed with regard to either enhancing the social integration of the different disability subgroups or transforming campus climates so they are welcoming for all students, including those with disabilities. The extant research is also characterized by convenience samples that make generalizations difficult. Emerging research topics include social capital and stereotype threat for students with disabilities.

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.

There is no more urgent intellectual task for anyone committed to public education than resisting the enclosure of knowledge currently being advanced, all around the world, through ‘neoliberal’ higher-education policies. But if we want to combat contemporary attacks on universities, we should start by refusing the way that their the pseudo-rationalities already determine so many aspects of the intellectual and institutional regimes that we consider under threat. This short paper sketches an analysis of those aspects of the internal practice of academia that reinforce the interests at the origin of the attack on public education, and that make it possible, and indeed expected, for universities’ leaders to oversee the betrayal of their institutions’ very raison d’être. How has the physical and intellectual geography of academic professionalism prepared the ground for ‘neoliberal’ reforms? How do the varied dispensations of modern higher education work against the ideal of open, democratic universities? How would university education, especially in the humanities, still exacerbate the privatization and enclosure of knowledge in our societies, even if it remained public and accessible to everybody?

This article describes a mixed-methods study that examines the effects of literature circles (peer-led small group discussion of an assigned reading) on the reading achievement of college students taking developmental reading courses. The researcher-developed intervention was comprised of three connected activities (collaborative oral re-tell, short written response, and open discussion). Quantitative methods were used to measure the effectiveness of the intervention, and qualitative methods were used to analyze reading attitude/motivation and textual engagement. Thirty-eight college students in required reading courses participated in the five-week study, randomly assigned to either the treatment (participation in literature circle) or control (independent reading) condition. Comprehension was assessed through an oral re-tell of the novel, a researcher-developed book-specific assessment, and a pre-existing assessment on an unfamiliar passage. Quantitative analysis, which is the focus of this article, revealed that the students assigned to literature circles outperformed the control group students (significant main effect). While the qualitative findings are not discussed herein, analysis revealed that literature circles not only improve reading comprehension and depth of textual engagement but also provide an opportunity for discourse, collaboration, and social interaction. These findings suggest that literature circles would be an effective addition to a postsecondary developmental reading curriculum.

KEYWORDS: developmental studies, integrated reading-writing instruction, intervention study, literature circles/book club/literature discussion, mixed method, postsecondary/college/university, reader response, reading comprehension, textual engagement

The purpose of this study is to examine the extent to which the magnitude of disparities in the labor market outcomes of college graduates stemming from socioeconomic background varies according to institutional selectivity. The data used for the study are drawn from the National Center for Education Statistics’ Education Longitudinal Study of 2002, which followed a 2002 cohort of high school sophomores for ten years. The results suggest that socioeconomic background did impact the wages and earnings of students who earned their bachelor’s degree during this timeframe and that the magnitude of these disparities varies appreciably across institutional selectivity tiers.

This case study describes a collaborative decision-making process for developing effective academic accommodations for a music major with a disability, whose prior accommodations suggested by the Disability Support Services (DSS) failed to address her needs. Cross-departmental collaboration between the DSS and the School of Music, as well as dynamic interactions among students with disabilities (SWDs), faculty members, peer tutors, and DSS specialists are emphasized. Multiple sources of information were collected, including in-depth/semi-structured interviews and a review of all relevant documentation such as case reports, weekly logs, email correspondence, results of psychological testing and academic portfolio contents. The themes that emerged from the data include resistance to the unknown, the language of negotiation, the decision-making process, and transformation (with three sub-themes: from fear of stigmatization to self-advocacy, from resentfulness to acceptance and commitment, and from reaction to pro-action). Key elements contributing to the collaborative process consist of effective communication among all members, the promotion of self-advocacy skills for SWDs, and faculty’s recognition of SWDs’ potential to succeed and while engaging flexible methods for delivering course content and assessing outcomes. A framework for delivering viable services for music majors with disabilities is outlined and discussed.

This Executive Summary of the Year Three Report presents key findings regarding the types of colleges that received TPSID grants, characteristics of attending students, and detailed information about academic access, employment and career development, campus membership, and program elements that supported self-determination, such as person-centered planning. The report also details the TPSID programs’ efforts at collaborating with internal and external partners, the extent to which the TPSID programs are integrated into the existing policies and practices of the college, efforts aimed at sustaining these programs, and evaluation strategies employed by the TPSID programs beyond those used by the NCC.

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.

Only six states in India currently acknowledge learning disabilities as a category of disability (Al-Yagon et al., 2013). Although some research has examined the experiences of students with learning disabilities in Indian secondary schools (see Karande, Sholarpurwala, & Kulkarni, 2011; Karande, Mahajan, & Kulkarni, 2009), the role of policy in students’ transition into postsecondary education has been largely unexplored. This paper critically examines educational policy and its impact on students’ transition to postsecondary education, drawing on an exploratory study of students with mathematical learning disabilities in junior colleges and degree colleges in Mumbai (Eichhorn, 2014). This policy review is conducted from a sociocultural perspective, in which educational policy is reconceptualized as a complex social practice which involves diverse actors interacting in diverse institutional contexts (Levinson & Sutton, 2001; 2009). The findings suggest that students with learning disabilities are presented with many barriers to postsecondary education, such as poor advice from secondary school counselors, exclusionary practices of junior colleges, the stigma associated with the learning disabilities label and accommodations, and peer bullying. Current interventions in Mumbai, as well as recent international approaches to inclusive teaching and learning in higher education, are reviewed and implications for policy and practice are discussed.