Current projects on Disability in Higher Education utilize rigorous empirical work to explore the postsecondary trajectories and experiences of students with disabilities. Based on these interests, we also examine the ways in which the behaviors and perceptions of students without disabilities, faculty members, staff members, institutional leaders, and policymakers impact students with disabilities. Additionally, the research group uses research to make recommendations that shape policy, practice, and research design related to students with disabilities in higher education.
Kimball, E., & Bettencourt, G.M. (2017, November). How postsecondary staff and faculty members understand the needs of students with disabilities. Workshop presented at the National Association for Student Personnel Administrators (NASPA) Region I Conference in Springfield, MA.
Bettencourt, G. M., Kopp, R., & Henningson, M. (2017, October). Examining the ways in which students with disabilities perceive costs within higher education. Paper presented at the Northeastern Educational Research Association Conference in Trumbull, CT.
Bettencourt, G., Kimball, E., & Wells, R. (Forthcoming). Disability in postsecondary STEM learning environments: What faculty focus groups reveal about definitions and obstacles to effective support. Journal of Postsecondary Education and Disability.
Vaccaro, A., Kimball, E. W., Newman, B. M., Moore, A. & Troiano, P. F. (2018). Narrating the self: A grounded theory model of emerging purpose for college students with disabilities. Journal of College Student Development, 59(1), 37-54.
Kimball, E., Wells, R. S., Ostiguy, B., Manly, C., & Lauterbach, A. (2016). Students with disabilities in higher education: A review of the literature and an agenda for future research. In M. Paulsen (Ed.), Higher Education: Handbook of Theory and Research: Volume 31 (pp. 91-156). New York: Springer.