Transition strategies to ensure active student engagement

Abstract

Student affairs professionals have an opportunity to promote active student engagement and improve the experiences of students with disabilities by embracing a collaborative and inclusive model of practice.

Connecting to the Professor: Impact of the Student–Faculty Relationship in a Highly Challenging Course

“…For instance, faculty who "bring themselves" to the classroom-perhaps sharing personal anecdotes, talking about their own professional histories, and talking with students about their own research interests and activity-help create a connection to students that promotes student success (Vogt 2008). To encourage comfort in seeking out the professor for help, faculty can actively encourage students to come to office hours, or-if time is a concern-can offer group or virtual office hours (Cox et al, 2010;Korbel, McGuire, Banerjee, and Saunders 2011). Indeed, many students, especially those with high levels of course-related anxiety, are reluctant to ask for help (Karabenick 2003), so periodic reminders from faculty that help is available can provide needed encouragement.…”

A qualitative case study investigating the graduation and job placement outcomes of college students with autism spectrum disorder : implications for higher education leaders

“…President Barack Obama suggested that the United States increase the number of college graduates by 8 million by the year 2020, noting that the country has fallen from number 1 to number 12 in college graduation rates in a single generation (Korbel, McGuire, Banerjee, & Saunders, 2011). Many higher education institutions are actively recruiting students with disabilities as a source of revenue to maintain or increase enrollments (Mangrum & Strichart, 1988).…”

“…The types of disabilities that are presenting themselves in the college sector have changed dramatically and now include students with psychiatric disorders, chronic health conditions, autism spectrum disorders, and severe food and environmental allergies (U.S. Government Accountability Office, 2009). These students will have different needs and goals and may benefit from employment training and other services not traditionally provided by universities (Korbel et al, 2011).…”

“…In a time that requires more efficient use of resources, implementing a collaborative approach among student affairs units has been strongly recommended when working with students with disabilities (Korbel et al, 2011). One tactic lies in the admissions process.…”

“…One tactic lies in the admissions process. Collaboration between the disability services office, the admissions office, the financial aid office, orientation, and public relations is essential to inclusion in the admissions process (Korbel et al, 2011). Throughout the college experience, it is essential for disability services to educate all student affairs entities of accommodation policies, universal design principles, and legal mandates (Korbel et al, 2011).…”