As exposure to college becomes increasingly integral to individual growth and societal economic vitality, the delay of postsecondary enrollment may be undertaken at a cost to both the individual and society. In addition, this delay represents a rupture in an ideally seamless P-16 educational continuum. Using a combined model of college choice adjusted to account for immediate versus delayed enrollment as well as persistence and graduation, this study addressed whether a student’s postsecondary enrollment delay may contribute to his or her persistence or inability to persist once enrolled in college. To this end, a unique dataset was constructed to reflect student profiles from high school through college and was used to analyze the college-going behaviors of the 2004 cohort of Texas public high school graduates, as well as their participation in the workforce. Descriptive statistics were assembled to characterize immediate enrollers in contrast to delayed enrollers, especially in regard to demographic characteristics and academic preparation. The role of delay in college persistence was measured through the undertaking of eight logistic regression models that accounted for the role of demographic characteristics, academic preparation, and higher education institutional choice, along with the delay factor, on persistence. Findings revealed that students considered at-risk and who are from minority groups are likely to delay enrollment. As well, students who are less academically prepared are overrepresented among delayers. The results of the logistic regression models reveal, moreover, that whatever disadvantage these particular groups experienced in regard to enrolling in postsecondary education, it may have been exacerbated by their delayed enrollment: delayers, in all models, were less likely to persist in college once they enrolled. For the policymaker, educator, or P-16 administrator, this study underscores the need to ensure that students’ academic careers receive early and frequent intervention, in case they decide they wish to enroll in college after graduation. Groups that lack certain types of social capital that facilitate access to postsecondary education ought to be provided appropriate counseling. Above all, the study highlights that access to college is simply not enough if college completion is as important as college enrollment. / text

This thesis asserts that faculty are the critical resource for the integration of distance education by postsecondary institutions. The major barriers to the participation and adoption of distance education center around faculty. This manuscript thesis incorporates a series of articles to develop applied frameworks and strategies that place faculty at the core of the institutional adoption process. An advocacy approach that integrates organizational culture and diffusion of innovation theories provides a conceptual framework for addressing the complex issues inducing faculty resistance to distance teaching. What issues impact faculty receptivity to distance teaching? At the institutional level, altered faculty roles for distance teaching, academic quality, inload vs overload teaching assignments, promotion and tenure, quality of instructional and student support services, and traditionally embedded academic norms affect faculty receptivity to distance teaching. Moreover, this thesis asserts that institutional and interinstitutional extended degree programs utilizing telecommunications must resolve issues related to curricular approval, accreditation, program prioritization, academic residency, fee structures, and articulation. Integrated instructional delivery frameworks are presented that fuse traditional instructional systems with new learning systems. These frameworks advocate the gradual integration of telecommunications-based coursework in extended degree programs to promote greater faculty participation, expand curricular offerings for students, and balance the introduction of new learning systems with traditional campus-based systems. A faculty support model for integrating distance education in postsecondary institutions delineates the key organizations and professionals essential to faculty and institutional adoption. This model asserts that the centrality of faculty to distance teaching adoption requires mutual support from presidents, deans, departmental chairpersons, the faculty senate, media services, and continuing education. In conclusion, distance education compels postsecondary institutions to reduce existing barriers to faculty participation by compensating, rewarding and training faculty at levels commensurate with traditional instructional activities and to provide instructional and administrative support services designed to ensure student access to high quality programs. Without well trained and equitably rewarded distance teaching faculty, the potential of distance education will be seriously diminished. Within the mainstream academic culture, failure to ameliorate these human resource needs reduces faculty receptivity to, and participation in, postsecondary distance teaching. Institutions that satisfy these needs will simultaneously create a balanced equilibrium between the application of advanced technologies and human resource development necessary for ensuring instructional quality and student access to extended educational programs delivered via distance education. / Graduation date: 1995

Thesis (Ph. D.)--University of Texas at Austin, 2000. / Vita. Includes bibliographical references (leaves 320-333). Available also in a digital version from Dissertation Abstracts.

Thesis--PlanB (M.S.)--University of Wisconsin--Stout, 2001. / Includes bibliographical references.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2006. / Title from title screen (sites viewed on Feb. 21, 2006). PDF text of dissertation: 227 p. : ill. Includes bibliographical references (p. 177-190).

Thesis (Ph.D.)--Bowling Green State University, 2007. / Document formatted into pages; contains xii, 192 p. Includes bibliographical references.

Transitions are a natural part of life. Youth grow and develop physically, socially, psychologically, and intellectually during primary and secondary school years. The transition from secondary to postsecondary education is an important transition as youth not only move from high school to college, but also from adolescence to young adulthood. It is a time when young adults naturally desire to become more independent in pursuit of their personal dreams and aspirations. The purpose of this study was to examine the impact that academic, psychological, and social factors on youth with high-incidence disabilities as they strive to make successful postsecondary education transitions. Current trends indicate youth with high-incidence disabilities are graduating from high school and are attending vocational schools, colleges, and universities in increasing numbers. Transition barriers still limit many youth who could otherwise attend institutions of higher education regardless of disability type. Findings suggest academic and psychological factors most significantly predict successful postsecondary education transitions. Recommendations for improved transition planning and parental training are suggested.

The purpose of this study was to identify standards related to the Americans with Disabilities Act (ADA) that are desirable for colleges conducting a self-study regarding program accessibility. A Delphi technique was used to determine standards and reach agreement among a panel of professionals concerning criteria to evaluate implementation of the ADA during a self-study or during an accreditation process. The panel's standards were compared to information from a focus group of university students with disabilities. The panel of experts consisted of 30 professionals representing three areas: (a) agencies involved in the implementation and enforcement of the ADA, (b) postsecondary service providers recognized as leaders in their field by the Association on Higher Education and Disability (AHEAD), and (c) legal professionals specializing in the ADA. Students with various disabilities comprised a focus group to provide different voices of the stakeholders' perspective. The panel generated standards from an open questionnaire in the first round of the Delphi. The results were compiled and organized into questionnaire form for phase II. The questionnaire was structured with a four point Likert-type scale allowing the panel to react positively or negatively to including each standard in the evaluation criteria. The scale consisted of: (4) critical, (3) valuable, (2) minimal, and (1) unnecessary. The panel was able to add or change standards in Phase II. In Phase III the standards were listed, and the mean from the ratings in Phase II were reported along with a reminder of the individual's rating in Phase II. The panel could change their ratings to agree with the mean, or they could provide their argument for keeping their original ranking if not matching the mean. The mean was recalculated after Phase III, and data from this round was used to establish the acceptable standards. All standards receiving a total of two-thirds of the responding panel members' votes in the critical and valuable categories were included in the proposed evaluation model. This information was then compared to information collected in the student focus group. The results of both the student focus group and the Delphi technique indicated a difference in perspectives of the stakeholders and experts. The research study revealed that the students were more concerned about services for high-schoolers prior to entering college. In contrast, the experts focused more on policy and administrative responsibilities. The Delphi panel and student focus group agreed on several issues important to program access. Both groups saw financial assistance, including support of assistive technology, as critical. They also agreed on the importance of training faculty, administrators and students about accommodations, as well as legal rights and responsibilities under the ADA. Students and panelists acknowledged a shared responsibility between the college and agencies such as the Department of Rehabilitative Services. However, the panelists did not agree with the students on the areas of outreach and collaboration. Although students valued strengthened transition services and training sessions in secondary schools, the Delphi panel did not mention these as areas for an ADA self-evaluation. It was recommended that the accepted standards be shared with AHEAD, the National Association of ADA Coordinators (NAADAC) and the Council for the Advancement of Standards for Student Services/Development Programs (CAS). AHEAD and NAADAC can use the standards as guidelines for self-evaluation and as a resource for training. It was also recommended that CAS and other accreditation agencies use the developed standards to add more guidance regarding accessibility to the accreditation and self-study process. / Ph. D.

This study identifies substantive issues and suggests guidelines for using assistive technology (AT) in academic libraries. The Delphi Technique was used with a panel of librarians, disability service providers, and AT experts to determine these issues and guidelines for AT services in academic libraries. There were 55 substantive issues identified by a panel of experts for providing appropriate AT in an academic library setting. Some of these issues included training opportunities, providing adequate funding for the purchase and maintenance of AT, funding for staff in-service training and training for individuals with disabilities, evaluation of AT services, and including individuals with disabilities in AT decision making. Accessibility and marketing issues also emerged. A professional panel consisting of 12 library, AT, and disability services experts developed guidelines for these issues. The panel rated the desirability of the guidelines using a Likert-type scale (1= important, 2=relevant problem, 3= insignificantly relevant problem, and 4=no relevance). All issues and guidelines receiving two-thirds of the responding panelists' ratings were included in the important and relevant categories. It was predicted that if librarians plan AT services and training, and market AT services using a collaborative approach that would include librarians, faculty, staff and students with disabilities that AT services could be better provided for students with print disabilities. The panel suggested that funding issues may be resolved in some cases by working cooperatively with other departments and community agencies. / Ph. D.

Education is the best investment for human capital. The demand for higher education has created a complex milieu with interesting players. One of the most interesting developments is the growth of the for-profit postsecondary sector. A perennial misfit beside the established non-profit institutions, it has become one of the dominate forces in the world of higher education.