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  The Ways Birth to Three Providers Determine the Frequency of Services for Children Who are Deaf/Hard of Hearing and Their Families

  Cole M. Bosas

  There is currently no protocol on determining the frequency of services for children ages birth to three with hearing loss. However, Geers, Moog & Rudge, (2019) found that the higher the dose of early intervention services the higher language and reading outcomes. I felt it was important to gather information from other providers in a program to examine how they determine the frequency of services for the children and families they serve. When making these decisions, are they looking at type and degree of hearing loss, age of diagnosis, age of amplification, distance from the school, parental education, or other factors?

  This poster will present the findings of the study, which includes interviews with providers using an interview guide that had the following questions: (1) Tell me about your current caseload (2) In what areas of your current state do you serve families? (3) How many families are currently on your caseload? (4) What guides your decision when determining the frequency of services your families receive? (5) Do you see your families more than what the IFSP recommends? (6) Is there anything that I missed that you would like to share?

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  Factors Influencing Parents' Choice of Communication Mode for their Child who is Deaf or Hard of Hearing

  Paula E. Gross

  This convergent parallel mixed methods pilot study examined factors influencing parents’ choice of communication mode for their deaf or hard of hearing child. Demographic information comprised quantitative data that provided rich context for interview responses comprising qualitative data. Shared stories emphasize simultaneously similar and diverse experiences of families.

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  Mentorship Impact: Underrepresentation of Women in Higher Education Leadership

  Janice M. Johnson

  Noticeably, women are underrepresented in higher education leadership (Airini et al., 2011; Brock, 2010; Diehl & Dzubinski, 2016; Hannum, Muhly, Shockley-Zalabak & White, 2015; Jones & Palmer, 2011; Smith & Slate 2018). The underrepresentation of women in higher education leadership roles may have an impact on colleges and universities hiring, developing, and retaining excellent and diverse faculty members and therefore excellence and diversity in future leaders. This convergent parallel mixed methods pilot action research study employed a feminist theoretical framework to examine how and to what extent mentorship opportunities affect the career development of women leaders in higher education.

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  Perceived Barriers To Degree Completion And Characteristics Of Nontraditional Students

  R. Lauren Miller

  This action research aimed to examine the barriers to degree completion identified by the faculty, staff, and students of a university. This study was conducted using a purposive survey. A disconnect in the barriers to degree completion identified by students, and by faculty and staff was discovered.

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  Sense of Belonging in Online Learning Environments

  Jennifer Moore

  A student’s sense of belonging has emerged as a critical factor that contributes to student learning and success. Inspired by LaPointe and Reisetter (2008), this pilot study addressed experiences with a sense of belonging, importance of a sense of belonging, and the value and efficacy of an online learning community.