Inclusive Access and Open Educational Resources E-Text Programs in Higher Education

ISBN-13: 9783030457327 / Angielski / Miękka / 2021 / 189 str.

Tracy A. Hurley

Spis treści

Part I: Policies

Chapter 1: Federal Policies, the Veterans Administration, and the U.S. Department of Education Regarding Inclusive Access Programs
Chapter 2: Intended and Unintended Consequences: State Policies and Inclusive Access

Part II: Case Studies

Chapter 3: Texas A&M University-San Antonio
Chapter 4: California State University-East Bay
Chapter 5: Glendale Community College
Chapter 6: Maricopa Community Colleges
Chapter 7: Ohio State University
Chapter 8: Texas State University
Chapter 9: SUNY Jefferson Community College
Chapter 10: University of Central Florida
Chapter 11: University of St. Thomas
Chapter 12: Norwich University
Chapter 13: Mid State Technical College
Chapter 14: Missouri Baptist University
Chapter 15: Future Directions in Inclusive Access Programs

Part III: Evidence of Success

Chapter 16: Adapting Inclusive Access Programs to Ensure the Success of Students with Disabilities
Chapter 17: The Effects of an Inclusive Access Program on the Cost of Education and Student Debt
Chapter 18: The Role of Inclusive Access Programs in Student Success: The Effect on Student Grades
Chapter 19: Improving Student Engagement with Course Content
Chapter 20: Do Inclusive Access Programs Improve Access to Higher Education?
Chapter 21: Special Considerations for Inclusive Access Programs and Veteran Students
Chapter 22: Inclusive Access Programs and Social Learning
Chapter 23: The Benefits of Instructor Engagement in Inclusive Access programs
Chapter 24: How Inclusive Access Programs help Texas Colleges meet the TX60x30 Strategic Goals: Empirical Evidence
Chapter 25: Student Satisfaction with Inclusive Access Programs
Chapter 26: Costs and Benefits of an Inclusive Access Program at a Public University
Chapter 27: The Effect of Student Engagement with Course Content on Student Success
Chapter 28: Student Demographics and Characteristics for Early E-book Adoption
Chapter 29: Inclusive Access programs and First Generation College student success
Chapter 30: How do Students access Course Content on campuses with Inclusive Access Programs
Chapter 31: The Importance and Role of a Faculty Champion in Initiating an Inclusive Access Program
Chapter 32: Lessons Learned and Future Directions for Inclusive Access Programs

O autorze

Tracy A. Hurley joined the School of Business at Texas A&M University-San Antonio in the Fall of 2000 while it was a System Center under the auspices of Texas A&M University-Kingsville. She received a BBA in Finance, an MBA, and a PhD in Business Administration with an emphasis in Management and a minor in Statistics from the University of Houston. Dr. Hurley is currently the head of the School of Business, an Associate Professor in Management, and MBA coordinator. She also manages the university’s e-book program and is the Chair of the Southwest Teaching & Learning Conference.

Blurb

This volume takes a comprehensive and broad look at e-text programs across a wide spectrum of programs, institutions, and policies in three parts. The first part showcases several policy papers to contextualize the discussion and highlight the reasons for IAE programs’ structure and the obstacles they face for implementation. The second part is an in-depth exploration of various case studies that provide a detailed description of IAE programs, including information about program elements, program structure, program size, and insights into how programs are operationalized, and their shortcomings and benefits to students and stakeholders. The final part is a selection of research papers that offer evidence-based support for the adoption of IAE programs in terms of student success, access, engagement, costs, and a variety of other student and institutional outcomes.

There are approximately 300 institutions of higher education that currently have some form of Inclusive Access or Open Educational Resources E-text (IAE) program in the United States, but there is little scholarship that engages on the topic of assessing these programs’ effect on student success.  The results of the research studies included in this volume will inform faculty, administrators, and policy-makers who seek to support the development, adoption, and implementation of IAE programs based on their potential positive effects on student success and other outcomes.