2024 Poster Sessions

Posters will be open to all registrants give you the opportunity to learn more about recent research and innovative programs through informal conversation with the presenters. Poster sessions for both days will be held in the Kay Ballroom Foyer Exhibit Space in the Hilton Hotel. 
This year’s conference will include two poster presentation times: 
 
  • Thursday, July 18th from 8:30 am – 10:00 am (breakfast provided) 
  • Friday, July 19th from 10:00 am – 11:30 am (coffee/tea/soda provided)
Below are the posters planned for each date.

Poster Session 1, Thursday, July 18, 8:30 am - 10:00 am

Advising Students with Intellectual Disabilities (SWIDs): Supporting Successful Academic Integration

Michael Houdyshell, Ph.D. Florida Gulf Coast University
Alyssa Sanabria, Ed.D., Florida Gulf Coast University
 
On-campus postsecondary programs like comprehensive transition and postsecondary programs are working with higher education professionals like academic advisors to support and increase the successful academic integration of Students with Intellectual Disabilities (SWIDs) on campus. Research has shown how advising increases retention, graduation, and overall student success for students, and SWIDs should be no different. Data from this poster contributes to the sparse research on how best to support the success of SWIDs within the academic advising community and beyond in higher education.
 

Rethinking Access and Equity in the College Classroom: The DHH Cohort Model

Julie Bradley, M.S., Mt. San Antonio College
 
Faculty members from Mt. San Antonio College offer the Deaf and Hard of Hearing (DHH) cohort model as a forward-thinking classroom design that facilitates equitable outcomes in DHH student learning experiences. The poster sheds light on this vibrant student community's experience with educational inequities in higher education and discusses how the DHH cohort model fosters equitable outcomes, such as enhanced academic performance, accessibility, inclusivity, and student autonomy. 
 

Tips for Delivering an Accessible Presentation 

Lyla Crawford, M.S., DO-IT, University of Washington
 
When you deliver a presentation at a conference, in an academic class, or at a meeting, you want everyone in attendance to understand the points you are making. However, many presenters unintentionally erect barriers for some attendees. This poster will present 16 guidelines that provide a good start for those who wish to make their presentations accessible.

Exploring Student Mental Health and Wellbeing in the Context of Campus Spaces

Cathy Malcolm Edwards, M.Des., Carleton University
 
This study explores how post-secondary students' coping strategies potentially influence their choice of campus spaces in response to various emotions, addressing a critical gap in understanding the connection between the built environment and student mental health. The research investigates how students select or avoid specific campus areas based on their emotional states and the rationale behind these decisions.
 
Three main motivations underpin this research. Firstly, the substantial time students spend in the campus built environment raises questions about how these spaces impact their mental health. Secondly, the alarming mental health crisis among students underscores the necessity of examining how the built environment affects their well-being. Lastly, post-secondary institutions, have a fiduciary responsibility for student health and safety, which offers a unique context for study.
 
The results have the potential to guide the development of future initiatives within post-secondary campuses aimed at bolstering student mental health support.
 

Engaging Autistic Students in STEM

John Zilvinskis, Ph.D., Binghamton University
 
Using data from the 2021 National Survey of Student Engagement, our team measured how student background, co-curricular activities, engagement, and high-impact practice participation statistically and practically related to sense of belonging and supportive environments for autistic STEM students. We then compared these regression results to similar models for students with other disabilities and non-disable respondents, providing and understanding of the shared and divergent factors that are related to improved campus environments.

Exploring Disability Supports for Students with Intellectual Disability in Higher Education 

Clare Papay, Ph.D., Institute for Community Inclusion 
Meg Grigal, Ph.D., Institute for Community Inclusion
 
This poster presents findings from an electronic survey conducted to gather information on the prevalence of students with intellectual disability taking standard college classes, and the types of disability resource office and campus supports available to them. The survey was distributed to disability resource professionals across the United States. Results provide insight into supports available for this student population, as well as gaps in resources that could be addressed by colleges and universities. Implications for policy and practice will be discussed, highlighting areas where further research is needed to support the success of students with intellectual disability in higher education.

Empowering Diverse d/Deaf Voices: A Journey of Inclusion on Campus

Annette Wu, Yale-NUS College
Kimberly Quek, Yale-NUS College
Zahra Lalani, Yale-NUS College
 
Two d/Deaf students from different corners of the world are brought together during the height of the COVID-19 pandemic at university in Singapore. Facing numerous challenges at their institution, the students approach their administration with a pitch to change note-taking systems and hold a lip-reading challenge, launching a 3-year journey of d/Deaf allyship programming. This poster presentation will chart the students’ growth as campus leaders in inclusion, from promoting clear masks, to holding weekly sign language lunch tables, to changing institutional policies on accessibility. Participants will gain examples of innovative student-led programming and successful collaborations between an accessibility support office and student leaders.

What We’ve Learned Implementing an Intermediary Support Program

JT Sangsland, M.Ed., University of Michigan Medical School 
Jensen Whitmore, B.A., University of Michigan Medical School
 
At the University of Michigan Medical School, our team implemented an intermediary support program that began with one phrase "intermediary support", went through several iterations and now serves multiple students across the clinical curriculum. Our poster presentation will include what we learned in legal review, what preparations were needed prior to clerkships, and our key partnerships with ADA and central campus students support services. 
 

Using ChatGPT to Create Universal Design for Learning and Culturally Responsive Classroom Activities 

Bridget Green, Ed.D., Duquesne University
Jaleah Robinson, Ph.D., Duquesne University
Christopher Harris,  Ph.D., Duquesne University
 
Within Institutions of Higher Education (IHE), we as educators take up the responsibility of equipping college students with skills essential to engage with diverse individuals, facilitate respectful exchanging of ideas and values, and engage in meaningful learning and growth. Supporting a range of student needs while managing other demands and pressures can leave teachers lacking time for thoughtful planning and meaningful collaboration. In this poster, we discuss how we used ChatGPT to meet the principles of Universal Design for Learning (UDL) and ensure students have access to Culturally Responsive Pedagogy (CRP).

Where is the Field Now?: A Systematic Review of Intersectional Approaches to Disability Policy 

Kara Seidel, M.S., University of Maryland

Higher Education Institutions are uniquely situated as they are and always will be in demand in society. With the recent increase in Diversity, Equity, and Inclusion (DEI) work, the A, or Ability, component is often left out of messaging. Furthermore, it is common for universities to consider identity categories as separate, finite entities. Despite calls for theoretical and practical expansion into intersectional lenses, neither scholars nor practitioners have adopted this lens.
 
Steeped in higher education and disability policy fields, I conduct a systematic review of disability policy in higher education, especially concerning overlapping oppressions. Ray’s (2019) racialized organization theory, based in sociology, rationalizes this work, as it underscores why universities in particular are built on whiteness and require intersectional and interdisciplinary analyses. Having these frames in mind, I ask: How are scholars examining overlapping identities within disability policy? What methodologies are they using?
 

Intersecting Dis/abled and Cultural Identities: Foreign-born Students with Dis/abilities 

Jewls Griesmeyer-Krentz, M.A., C.R.C, Oregon State University, Willamette University / Pacific Northwest College of Art
 
Dis/abled Students must first self-identify as having a dis/ability in order to receive services in postsecondary settings. In other words, they have to adopt and negotiate a dis/ability identity. When a student with a disability moves from one country to another, they may have to reconcile a new construction of dis/ability identity with their cultural identity. This poster presents research findings from a study that uses DisCrit to explore the intersectional identity development of foreign-born Dis/abled students as they access postsecondary dis/ability services.

Factors That Influence College Graduation for Autistic Students 

Sarah F. Parsons, Ed.D., CAGS, M.Ed., Plymouth State University
 
The National Longitudinal Transition Study-2 (NLTS2), reports that 35.2% of students living with autism spectrum disorder (ASD) graduate from four-year, degree-granting colleges and universities within 6 years of enrollment. This rate is noticeably lower than for students living without a disability (42.4%). This instrumental case study sought to understand the factors contributing to this phenomenon from the perspective of the students themselves. This study is significant because of its reliance on data provided by autistic students about their postsecondary experience and analyzes the data through the conceptual framework of college readiness and disability theory.

Poster Session 2, Friday, July 19, 10:00 am - 11:30 am

Which Program is Accessible?: Utilizing Host Country & Student Data to Increase Study Abroad Access 

Sav Schlauderaff, M.A., University of Arizona 
Maria Barraza, M.B.A., University of Arizona
 
In our poster, we will present data from surveys we designed and distributed to our study abroad host institutions. We will discuss how we utilized this data to inform updates to our interactive process for study abroad accommodations, and the information provided to students from the disability office and study A=abroad office about accessibility and accommodations. Additionally, we will present how we constructed (and revised) our surveys that were distributed to our host country partners and to students on campus who have studied abroad.
 
This presentation will be relevant for any disability service professionals whose campuses provide study abroad opportunities. In particular, this presentation will be relevant for other large universities who similarly are R1 Institutions, HSI's, and/or Land Grant universities.

Building Your Team: Training and Workshops Made Easy 

Lyla Crawford, M.S., DO-IT, University of Washington
 
This poster presents comprehensive training materials you can use to improve the knowledge and skills of postsecondary faculty and staff on your campus. Our materials make it easy for you to help your faculty and staff be better prepared to fully include students with disabilities in academic programs on your campuses. 
 

Promoting Inclusive Engagement and Communication with SSDialogues: Faculty/Staff & Student Network 

Mya Hooks, Virginia Tech
 
SSDialogues: Faculty/Staff and Student Network was developed based on research of the disability services of five peer intuitions and student development theory. Through SSDialogues, disabled students, faculty, and staff met once a month. Participants engaged in interactive activities to build student rapport with faculty/staff, increase student knowledge of resources for addressing barriers, and increase students’ awareness of disability as an identity in the context of intersectionality to strengthen knowledge of wellbeing and self-advocacy strategies.

Atmosphere of Acceptance: Dissolving Stigma Through Student Integration 

Michael Hughes, Ed.D., Bowie State University
David Thompson, Ph.D., Bowie State University
 
The stigma often associated with students who have a disability is the result of those who do not have a disability have limited interaction with those who do. The disability office at an HBCU in the Mid-Atlantic Region took a chance of integrating the office Assistive Technology Lab with students who have a disability and those who do not. This proved to be an outstanding development that resulted in the creation of an Atmosphere of Acceptance.

From Rowboat to Yacht: Increasing Resources by Utilizing Peers as Advocates

Pamela Harris, Ph.D., Point Loma Nazarene University 
Holly Irwin,  Ph.D., Point Loma Nazarene University 
Sabrina Mathisen,  B.S., Point Loma Nazarene University 
Irena Chiang,  B.A., Point Loma Nazarene University
 
Small budgets - big dreams? Want to learn how to meet accommodation needs AND leverage peers to promote a cultural shift toward diversity, equity and inclusion? A small, private institution will share ideas for utilizing peers as office workers, classroom assistants, peer notetaker, and mentors. Peers earned hourly pay, scholarships or course credit to meet the needs of students with reasonable accommodations. Additionally, we increased cultural awareness around issues of diversity and inclusion through these peer interactions.

Diversity, Equity, and Inclusion for Students with Disabilities in STEM: The TAPDINTO-STEM Alliance 

Tamara Massey-Garrett, M.S., Auburn University 
Brittany McCullough, Ph.D., Auburn University
 
The Alliance for Students with Disabilities for Inclusion, Networking, and Transition Opportunities in STEM (TAPDINTO-STEM) is a collaborative research project with the goal of increasing the quantity of students with disabilities receiving undergraduate degrees in STEM disciplines and entering the STEM workforce. TAPDINTO-STEM includes a mentoring program, nationwide partnerships, multiple research projects, and a student-designed shared measures portal (SOAR). The Alliance is made up of 38 colleges and universities forming six regional hubs and 14 non-academic partners across the country. This poster presentation will describe data on student participation, current program components and activities, program successes and challenges, and Alliance Hub collaboration and research activities of the TAPDINTO-STEM program. 
 

Shifting Note Taking and Transcription Preferences Among Deaf and Hard of Hearing Students 

Sarah Hiebert, University of Manitoba
 
This poster presentation will outline how preferences for note taking and transcription accommodations have changed among deaf/hard of hearing (D/HH) students at the University of Manitoba over the past three years as courses transitioned from fully remote back to campus after the pandemic. Improved access to reliable note taking and transcription apps and software have resulted in a reduced need for in-class note taking and transcription staff. This presentation will include student feedback on the accommodations and supports that work best for them, and will provide attendees with information to assist with selecting note taking and transcription accommodations for D/HH students. 

Creating a Meaningful and Successful Student Advisory Board

Shelbie D'Annibale, M.S., Shippensburg University
 
It is important to include disabled students in the work we do to promote equal access and inclusivity on our campuses. Shippensburg University has had a Student Advisory Board for the Office of Accessibility Resources since 2019. This poster will thoroughly detail the process to create and implement a student advisory board for the accessibility office based on our experiences and lessons learned.

Campus Collaborations to Support the Transition to College: A Summer Bridge Program

Leann DiAndreth-Elkins, Ed.D., Muskingum University

Transitioning to college can be a challenging adjustment for students with disabilities. Collaboration across campus departments is essential in supporting this transition. This poster will describe an innovative summer bridge program designed to support students with disabilities in transitioning to their new environment, beginning a college course, and connecting with their peers. Data demonstrating the success and satisfaction of participating students will be shared and discussed. Collaborations among faculty departments, student services, and disability support services will be highlighted. 

Are Your Institutions Ready? A Discussion on Emergency Preparedness and Recent Mass Shootings

Emily Singer Lucio, M.A., University of Maryland 
Priscilla Harrison, MBA, PHR, CP, Clemson University 
Colleen Floyd, M.S., Michigan State University 
Kate Weeks, Morgan State University
 
From Virginia Tech to Morgan State University, over the last 17 years,bwe have been dealing with a new type of emergency: mass shootings. This poster will cover how we need to include those with disabilities and mental health concerns in our planning process to ensure their needs are met.

How We Can Support Students with Chronic Illnesses

Christine Goodwin, Ed.D., St. John's University
 
As the fields of medicine and medical technology continue to advance, more students with chronic illnesses will be able to fulfill their dreams of earning a college degree. This poster will discuss the findings of a mixed-method study that provides ways to better understand how to serve this growing specific student population through the lens of both institutions and students. It will provide practitioners practical examples that they can share and integrate into the daily operations of their institutions of how to fully serve students with chronic illnesses.