Using Student Learning Communities to Recruit STEM Students with Disabilities

Autor/inn/en	Izzo, Margaretha Vreeburg; Murray, Alexa; Priest, Sarah; McArrell, Bianca
Titel	Using Student Learning Communities to Recruit STEM Students with Disabilities
Quelle	In: Journal of Postsecondary Education and Disability, 24 (2011) 4, S.301-316 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Portfolios (Background Materials); Formative Evaluation; Disabilities; Self Advocacy; Career Development; STEM Education; Communities of Practice; College Students; High School Students; Transitional Programs; Self Determination; Skill Development; Academic Accommodations (Disabilities); Developmental Studies Programs; Student Recruitment; Likert Scales; Institutional Advancement + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Selbstbehauptung; Berufsentwicklung; STEM; Community; Collegestudent; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Selbstbestimmung; Kompetenzentwicklung; Qualifikationsentwicklung; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Likert-Skala; nicht übertragen
Abstract	Student Learning Communities (SLCs) for high school and college students with disabilities interested in pursuing science, technology, engineering, and mathematics (STEM) degrees were piloted at a major Midwestern university from 2009 to 2011. Students participated in a series of weekly sessions and/or a residential campus experience as part of a multifaceted intervention that included instruction on transition, self-determination, and self-advocacy skills. These activities culminated in the development of customized Self-Advocacy Plans and Transition Portfolios that students presented as their final project for the SLCs. Survey results from a formative evaluation process reveal that students gave high ratings to the development of Self-Advocacy Plans and Transition Portfolios as well as networking with other students with disabilities who are interested in STEM. The majority of students who participated in the STEM-focused SLCs were admitted to STEM degree programs at the undergraduate or graduate levels. These findings suggest the value of providing SLCs to teach self-determination, self-advocacy, and career development skills to students with disabilities, especially for students interested in STEM careers. (Contains 4 tables.) (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10