Abstract

Education and work in Science, Technology, Engineering, & Math (STEM) are of utmost importance in a post-modern society. Yet American performance in the STEM disciplines has waned over recent years. In order to recapture a global advantage in STEM, efforts are being made by educators and policy makers to compile and implement instructional supports. Of particular interest to this study are post-secondary students with disabilities (SWDs) who persist and learn in STEM degree paths. This population is an "untapped resource" with limitless potential for contribution to the collective fields of STEM (Leddy, 2010, p. 3; Alston, Hampton, Bell, & Strauss, 1998, p. 5). The National Science Foundation (NSF) has funded Project Interdisciplinary Coaching as a Nexus for Transforming How Institutions Support Undergraduates in STEM (Project iCAN) at Landmark College as a model to develop a successful STEM support model. Post hoc interview data from students and staff at Landmark revealed themes pertaining to educational and vocational-training supports that may generalize to larger, urban institutions of higher education for further development of STEM persistence and learning models.

Notes

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Graduation Date

2016

Semester

Summer

Advisor

Vasquez, Eleazar

Degree

Doctor of Philosophy (Ph.D.)

College

College of Education and Human Performance

Degree Program

Education; Exceptional Education

Format

application/pdf

Identifier

CFE0006340

URL

http://purl.fcla.edu/fcla/etd/CFE0006340

Language

English

Release Date

August 2016

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

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