by Alexis Petri | Aug 25, 2021 | Hubs, Scholarship
National Catholic Reporter – Aug. 25, 2021
Kansas City was one of more than a dozen metropolitan areas in 11 states that have participated in the heat-mapping campaign this year. On Aug. 6, a team of 50 volunteers, led by Fengpeng Sun, a climate scientist at the University of Missouri-Kansas City, attached sensors to their vehicles and drove designated routes through 10 areas of the city at three different times of day early morning, mid-afternoon and early evening.
by Alexis Petri | Aug 10, 2021 | Scholarship
Abstract
The COVID-19 pandemic caused nearly all colleges and universities to transition in-person courses to an online format. In this study, we explored how the rapid transition to online instruction during the COVID-19 pandemic affected students with disabilities. We interviewed 66 science, technology, engineering, and math (STEM) undergraduates with disabilities at seven large-enrollment institutions during Spring 2020. We probed to what extent students were able to access their existing accommodations, to what extent the online environment required novel accommodations, and what factors prevented students from being properly accommodated in STEM courses. Using inductive coding, we identified that students were unable to access previously established accommodations, such as reduced-distraction testing and note-takers. We also found that the online learning environment presented novel challenges for students with disabilities that may have been lessened with the implementation of accommodations. Finally, we found that instructors making decisions about what accommodations were appropriate for students and disability resource centers neglecting to contact students after the transition to online instruction prevented students from receiving the accommodations that they required in STEM courses during the COVID-19 pandemic. This study illuminates current gaps in the support of students with disabilities and pinpoints ways to make online STEM learning environments more inclusive for students with disabilities.
Citation
Gin, L. E., Guerrero, F. A., Brownell, S. E., & Cooper, K. M. (2021). COVID-19 and Undergraduates with Disabilities: Challenges Resulting from the Rapid Transition to Online Course Delivery for Students with Disabilities in Undergraduate STEM at Large-Enrollment Institutions. CBE—Life Sciences Education, 20(3), ar36.
by Alexis Petri | Aug 10, 2021 | Scholarship
Abstract
Self-advocacy is linked to the success and retention of students with disabilities in college. Self-advocacy is defined as communicating individual wants, needs, and rights to determine and pursue required accommodations. While self-advocacy is linked to academic success, little is known about how students with disabilities in science, technology, engineering, and mathematics (STEM) practice self-advocacy. We previously developed a model of self-advocacy for STEM students with attention-deficit/hyperactivity disorder (ADHD) and/or specific learning disabilities (SLD). Here, we use this model to examine what factors support or hinder self-advocacy in undergraduate STEM courses. We conducted semistructured interviews with 25 STEM majors with ADHD and/or SLD and used qualitative approaches to analyze our data. We found internal factors, or factors within a participant, and external factors, the situations and people, described by our participants, that influenced self-advocacy. These factors often interacted and functioned as a support or barrier, depending on the individuals and their unique experiences. We developed a model to understand how factors supported or hindered self-advocacy in STEM. Supporting factors contributed to a sense of comfort and security for our participants and informed their perceptions that accommodation use was accepted in a STEM course. We share implications for research and teaching based on our results.
Citation
Pfeifer, M. A., Reiter, E. M., Cordero, J. J., & Stanton, J. D. (2021). Inside and out: Factors that support and hinder the self-advocacy of undergraduates with ADHD and/or specific learning disabilities in STEM. CBE—Life Sciences Education, 20(2), ar17.
by Alexis Petri | Aug 10, 2021 | Scholarship
Abstract
Abstract—Three of the most reported strategies for students with disabilities (SWD) along their stay in higher education institutions include adapting changes in management and facilities through protocols that focused on Admission, Retention and Graduation. These strategies are important, although they do not guarantee full inclusivity during the teaching, learning and evaluation process. In this work, through a qualitatively methodology, we describe the perceptions of inclusivity of five lecturers, eight undergraduates and one SWD in science courses for Computer Systems Engineering. Furthermore, we report one successful experience to design an inclusive evaluation in a Mathematics course. The evidence found in this work suggests that the center of every protocol for SWD should be focused on Attention, as a new and longer stage. This stage includes e.g. teacher training, inclusive curriculum (for teaching and evaluation), student service and university extension programs, and inclusivity-focused research. Our purpose is to address this experience to the engineering community and promote the establishment of policies towards a more inclusive higher education system.
Citation
Peña-Becerril, M., Camacho-Zuñiga, C., Martínez-Peña, C., & González-Balderas, J. C. (2021, April). Building a Truly Inclusive Protocol for Students with Disabilities from an Experience in STEM areas. In 2021 IEEE Global Engineering Education Conference (EDUCON) (pp. 189-193). IEEE.
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