Students with Disabilities Pursuing STEM: High School Math Preparation to Postsecondary Degree - Research in Higher Education

This study examines variations between students with and without disabilities as they progress from high school mathematics to a STEM college major and STEM degree. Analyzing data from the Education Longitudinal Study with multinomial logistic regression found 10th graders with disabilities take less advanced high school math than students without disabilities, creating a disparity that persists through college. This places what might otherwise seem equivalent STEM college opportunity into an already unequal context. This disparity underlying the STEM college pipeline means enhancing STEM career access for individuals with disabilities ought to begin in high school or earlier.

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Ed.D. Higher Education Online | Ed.D Degree | FDU Online

Meet the needs of diverse students and address ongoing systemic issues with the Ed.D. Higher Education online program from Fairleigh Dickinson University.

Welcome! You are invited to join a meeting: FDU Ed.D. in Higher Education Admissions Information Session. After registering, you will receive a confirmation email about joining the meeting.

Are you ready to take the next step in your career as a higher education scholar-practitioner? Our Ed.D. program offers flexible pathways within an online format and prepares you to use inquiry and data to make meaningful, sustainable, and equitable change. Join us to learn about our Ed.D. in Higher Education and the admissions process. You can still apply and start in January 2025! https://online.fdu.edu/online-degrees/edd-doctorate-higher-education/

A Panel Data Analysis of Using Multiple Content Modalities during Adaptive Learning Activities - Research in Higher Education

This study investigates the effect of offering multiple means of representing content, one aspect of Universal Design for Learning (UDL). Students across the full range of the dis/ability spectrum all too often struggle to achieve course success. UDL-based course design promises to help students with disabilities (whether disclosed or not) as well as help all students, but research is needed to verify UDL’s specific benefits for student learning outcomes. This study aims to better understand the efficacy of representing course content using multiple means, which is one aspect of UDL pertaining to perception. Data were gathered from over 50 online courses in 14 subjects across the undergraduate curriculum taught with an adaptive learning system at a women’s institution. A panel data analysis with almost 200,000 cases of student learning activities investigated the effect of representing content in multiple ways (i.e., text, video, audio, interactive, or mixed content presentation format). When students used multiple modalities, a positive effect was found on student learning measures of knowledge gained within the adaptive system. The results have implications for future UDL-related research, as well as faculty development and curricular design.

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