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Research and testimonial evidence indicate the importance of postsecondary education in the rehabilitating inmates and in decreasing reoffending. However, limited research exists on improving critical thinking skills and cognitive processing among inmates. The purpose of this quantitative study was to (a) examine the influence of a psychology course on the critical thinking scores for individuals who took an online psychology course and to (b) analyze how the scores of inmates and other students in the course differed. Using a social cognitive theoretical framework, pretest and posttest scores were compared using a paired t test of statistical analysis of secondary, archival data (n = 25).Secondary data analysis using ANOVA was used to examine the effect of the course on inmates' test scores after course completion. Results indicated that critical thinking skills improved for all students; there was no significant difference based on incarceration status. The outcomes of this study, as well as future data on graduation and recidivism rates, need to be integrated into policy and programs developed for correctional facilities, collegiate classrooms, and for other professionals. It is recommended that correctional facilities, colleges, legislators, and other organizations with direct impact on inmates should collect and analyze these specific variables in a longitudinal study. The results can be used to improve the delivery of online courses offered to inmates, thereby improving opportunities for inmates, easing reentry into society at large, and resulting in positive social change.

The problem is Florida is ranked as having the 10th largest incarceration rate in the United States, with a recidivism rate of almost 30%. Therefore, this researcher conducted a systematic review of the literature to determine any benefits to providing college courses to inmates, including the reduction of recidivism. To determine the effectiveness of higher education in prisons, three states that offer higher education options were reviewed. The Campbell Collaboration outlined the framework for the systematic review protocol. Multiple electronic databases were searched for literature including Education Resource Information Clearinghouse (ERIC), Google Scholar, Journal Storage (JSTOR), LesixNexis Academic, National Criminal Justice Reference Service (NCJRS), ProQuest, and Psychological Information Database (PsycINFO). In addition, the Campbell Collaboration website was also reviewed to search for additional systematic reviews relating to the availability of postsecondary education opportunities in the prison system. There is growing concern about the problem of mass incarceration in the United States as well as increasing recidivism rates. Although several federal policies have been enacted in an attempt to decrease the number of America’s prison population, the findings revealed that the most cost-effective method is providing inmates with an opportunity to earn a college degree during incarceration. The implications of this research may have an impact on many entities such as legislative and policy measures, availability of economic resources, improved family and community structures, an increase in the number of taxpayers, and the reduction of prison inmates.

This study researched the prevalence of Autism Spectrum Disorders (ASD) and the potential impact ASD on postsecondary human capital development in California Central Valley. The problem of the study was to determine the perceptions of parents, high school educators, and community college educators’ regarding awareness of and satisfaction with college transition support services for ASD students. The study also examined respondent’s opinions regarding delivery modes and importance of support services topics for ASD high students transitioning to community colleges. The participants in the study included parents, high school educators, and community college educators in California’s Tulare and Fresno Counties. The criteria for participation in the study were parents and educators of 18-21 year old ASD individuals with an intellectual capacity in the Asperger’s range based on the Diagnostic and Statistical Manual of Mental Disorders and Intelligence Quotient Score in inclusive educational environments. The study’s questionnaire utilized the ThinkCollege Theoretical Framework that identifies academic access, career development, campus membership, and selfvocacy as key support service that assist students navigating the college transition. Descriptive statistics were used to analyze respondent’s perceptions. ANOVA was performed at the 0.05 confidence level to test for a statistically significant difference between each group’s perceived awareness and satisfaction. A total of 63 participants completed the Internet-based surveys out of 69 responses. The awareness and satisfaction data indicate a trend towards high school and community college educators both having similar perception of community college support services and delivery modes. All respondents believed that individual support services have the greatest impact on academic access, career development, and campus membership for ASD students. A key finding is that there is statistically significant evidence substantiating that parental perceptions are different from those of community college educators towards awareness and satisfaction with community college student support services. It is concluded that communicating expectations and removing silos could possibly improve or eliminate the awareness and satisfaction perception differences between parents and community college educators.

This phenomenological study used qualitative research methods to explore the perceptions of tenured science faculty regarding the provision of reasonable accommodations for students with disabilities. Thirteen tenured science faculty at postsecondary institutions throughout the United States participated in one-on-one interviews. The participants provided their perceptions and experiences regarding the provision of academic accommodations for students with disabilities in a laboratory science. In these interviews key themes emerged, such as the importance of providing reasonable accommodations for successful academic outcomes for students with disabilities, the perception that providing reasonable accommodations to students with disabilities is fair, the concern that providing reasonable accommodations may not prepare students with disabilities for future endeavors, the perception that the processes and procedures regarding student accommodations are vague, the recognition that faculty members are legally obligated to provide reasonable accommodations to students with disabilities, and the challenges faced with providing reasonable accommodations to students with disabilities in the laboratory portion of science courses are discipline specific. The findings from my study can be used to provide support and mentorship for students with disabilities who are enrolled in science courses, provide science faculty with training regarding appropriate and inclusive teaching strategies for students with disabilities in science courses, and provide insights into ways to support science faculty with the challenges they encounter while providing reasonable accommodations to students with disabilities in the laboratory portion of their courses that are discipline specific.

The purpose of this study will be to identify important factors that should be considered by faculty members at selected public institutions of higher education as they plan, design, develop, implement, and evaluate Internet-based courses, in order to make the courses responsive to the needs of students with disabilities. In addition, the study will explore perceptions of students with disabilities in terms of Internet-based courses offered at their institutions. A total of 17 faculty developers/teachers and 7 students with disabilities were interviewed. Qualitative methodology was used to analyze the data. The significance of this study lies within the legal and ethical obligations of public educational institutions. The growing population of students with disabilities identifies an area in which institutions must become familiar and be able to provide reasonable accommodations. Findings from this research indicate that: (1) students with disabilities are not enrolling in Internet courses in the same proportion as students without disabilities; (2) with few exceptions, students with disabilities need the same skills, abilities, and knowledge as other students to be successful in an online course; (3) certain appealing characteristics of online classes are consistent in the perceptions of faculty and the students with disabilities; and (4) audio components are the most commonly desired or requested item for enhancing the accommodations for students with disabilities. Several conclusions were determined from the interviews: (1) faculty awareness of students with disabilities needs to be addressed and increased; (2) faculty taking online courses are better able to understand the students' perspectives; (3) a student's personality is the determining factor in their success of an online course; (4) concerns with RODP problems should be investigated; and (5) certification of online courses should be advocated and required by administration. The results of this study will allow universities to better understand the needs of their students with disabilities, and the support and resources faculty will need to better accommodate those students in Internet courses.

This study analyzed the perceptions of 13 school staff and their experiences with the implementation of GEAR UP TN. The primary purpose of this study was to examine how program activities and services are being sustained after funding for GEAR UP TN ceased. Qualitative methodology guided this study. This approach allowed for the perspectives and lived experiences of the school staff to be voiced and heard. Data collected included their stories based on semistructured interviews and observations. Findings are presented in 4 themes that pertain directly to the research questions regarding key elements that contributed to program continuation, procedures that initiated program continuation, organizations in a collaborative that were sustained after funding, and program services not continued. In this specific case there continues to be school district support, community support, parental support, and a level of financial and technical support from other funding sources. Recommendations based on the results of the study are (1) implement college visits, ACT workshops, dual enrollment classes, and parent FAFSA workshops to create a college going culture; (2) gain support from the school board, parents, and the community; (3) maintain sufficient financial and human resources for precollege access programs and services; and (4) build partnerships with local colleges and universities.

Native American* postsecondary education students encounter several barriers to academic persistence including cultural assimilation issues, limited access to career information services, and an individual sense of duty and responsibility to remain tied to traditional spiritual values and beliefs systems, joined with family pressure to stay home. While the presence of Native American students in postsecondary education has increased, the number of students persisting through to graduation remains alarmingly low. Much of the research on Native American academic persistence has focused on acculturation and assimilation issues, leaving the influence of family largely unexplored. To help enrich this aspect of Native American academic persistence research, this study analyzed semi-structured qualitative interviews of 25 Native American postsecondary students. Themes resulting from the hermeneutic analysis of transcribed texts that describe the influence of family on persistence were (a) transportation challenges, (b) financial challenges, (c) experiences of familiarity while at college, (d) pressure to succeed academically, (e) pressure to navigate two worlds—school and family, and (f) academic endurance.

In this study, 94 colleges and universities in Florida were surveyed to determine what their admission policies were for home school applicants. Forty-six colleges responded to the survey. The results of the survey were analyzed to determine if there was a pattern of acceptance based on institution type--public, private, or proprietary. Further, the admission policies were analyzed to determine the extent to which they complied with the National Center for Home Education's (NCHE) recommend college admission policies for home school applicants. The researcher found that public colleges were more likely to accept home school students than were private colleges. Also, public colleges had less stringent admission requirements for home school students than did private colleges. Further, home school admission policies in place in Florida's public colleges were more likely to comply with the NCHE's recommended admission policies for home school applicants. In addition to reviewing college admission policies for home school students, the standardized test scores and grade point averages of home school and public school students enrolled in a Florida, public community college were compared. The standardized test scores compared were the College Placement Test (CPT) and the Scholastic Achievement Test (SAT). The researcher found no difference in the mean grade point averages of home school and public school students enrolled in a Florida, public community college. Also, the researcher found no difference in the mean CPT algebra, CPT reading, or SAT mathematics scores of home school and public school students. There was, however, a significant difference in the CPT writing and SAT verbal scores for these two groups of students. Home school students scored significantly higher than public school students on the CPT writing and the SAT verbal tests.

The population of young adults with autism spectrum disorder (ASD) is growing as more individuals with ASD age into adulthood. Almost half of the children diagnosed with ASD who were surveyed in 2010 demonstrated average or above average intelligence (CDC, 2014). Despite promising intellectual abilities, only 17.4% of young adults with ASD enroll in a four-year college, and only 38.8% of students with ASD graduate postsecondary education within eight years of leaving high school (Newman et al., 2011). Therefore, there is a growing niche for postsecondary support programs specifically designed for students with ASD. This doctoral project includes two parts: the development of an evidence-based online course for postsecondary students with ASD and the proposed evaluation of the online course. There are five theoretical reasons for poor postsecondary outcomes for young adults with ASD: (1) the increasing prevalence of ASD, (2) the absence of a “golden standard” in postsecondary transition for young adults with ASD, (3) the existing differences between educational and disability rights legislation at the secondary and postsecondary education levels, (4) the diagnostic characteristics of ASD, and (5) the characteristics of collegiate culture. The proposed online course curriculum will utilize evidence-based content and design from 29 pre-existing postsecondary support programs for students with ASD, and successful executive function and social skills curricula for students with ASD (“Unstuck and On Target”, Cannon, Kenworthy, Alexander, Werner, & Anthony, 2011; “PEERS for Young Adults”, Gantman, Kapp, Orenski, & Laugeson, 2011; “PEERS Curriculum for School-Based Professionals”, Laugeson, 2014). The proposed feasibility study will measure the feasibility and acceptability of participation in an online course for college students with ASD. The proposed feasibility study will also measure preliminary outcomes regarding participants’ executive functioning, social skills, self-determination, and life satisfaction.