inclusive post secondary education program definition

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Inclusive Postsecondary Education for Students with Intellectual Disabilities

Good news! There are exciting new college possibilities for young adults with intellectual disabilities.

In 2008, the Higher Education Opportunity Act (HEOA) for the first time provided access to financial aid to students with intellectual disability attending college programs that meet the requirements of a “Comprehensive Transition Program” (CTP). The legislation emphasizes participation in inclusive college courses and internships and requires the students to be socially and academically integrated to the maximum extent possible. CTPs are designed for postsecondary students with intellectual disabilities to continue academic, career and technical, and independent living instruction in order to prepare for employment.

While the legislation did not mandate that colleges offer programs, it did provide grants to create or expand model Transition and Postsecondary Programs for Students with Intellectual Disability (TPSIDs), as well as funding for the national coordinating center, Think College , based out of the Institute for Community Inclusion at the University of Massachusetts Boston.

As of May 2023, there were 310 non-degree programs on university and college campuses across the country offering students with intellectual disabilities an opportunity to take college classes, engage in career development and independent living activities and participate in the social life of the campus.

Learn why inclusive postsecondary education is important (and possible!) for students with intellectual disabilities, how to find the right program, how to prepare, and how to stay involved and supportive throughout their journey.

Why is inclusive postsecondary education important for students with intellectual disabilities?

Higher expectations and inclusive K-12 education has allowed students and families to see the potential of attending a college program. While there are important concerns to address and questions to answer regarding safety, access, supports, and transportation, the benefits of postsecondary education for students with intellectual disabilities almost always outweigh the challenges. The development and growth of academic, work and personal skills, independent living, friendships, and self-advocacy are a few of the many positive student outcomes. In addition, Think College outcome data shows program participants are employed post-graduation at significantly higher rates with higher average wages.

• What’s the Point? A Reflection About the Purpose and Outcomes of College for Students with Intellectual Disabilities The philosophy behind offering postsecondary education opportunities to students with intellectual disabilities.
• Rethinking College The growing movement to include students with intellectual disability in higher education. (25 min)
• Why College Matters for People with Disabilities Daniel Jarvis-Holland is a sophomore in high school. He has Down syndrome and wants to go to college. Now he finally can. (2 min)
• Opening Doors to College , a film by Dan Habib This 36-minute film shows how four students are participating in an inclusion revolution by immersing themselves in the entire college experience.
• Think Higher. Think College . Video and other resources developed for Think College’s 2023 awareness campaign to expand access to college for students with intellectual disability. 

What does Inclusive Postsecondary Education (IPSE) for students with intellectual disabilities look like?

Programs can have many different characteristics. For example, they can be part of a 2-year community college campus or a 4-year college or university campus. Some, but not all, offer a residential component, either on or off campus. Some programs serve students who are still enrolled in public school after 12th grade (these are called “dual enrollment” or “concurrent enrollment” programs). Most serve students who have completed their public education, with or without a “regular diploma.” Programs may offer a variety of credentials, the most common of which is a certificate.

Programs also offer varying degrees of participation in regular college classes with students without disabilities. They may be fully inclusive, meaning that academics, social events, and independent living support take place with students without disabilities. Other programs offer a less inclusive program, where students spend more time in classes and activities with other students with intellectual disabilities. However, in order for a Comprehensive Transition Program to be approved by the U.S. Department of Education, students must participate at least half of the time in inclusive classes or work experiences. Recent Think College evaluations find an increase in inclusive class participation.

In addition to the program’s director and team of educators, many programs utilize coaches or mentors to provide support in inclusive settings. Mentors are often students at the college who receive training and may volunteer or be paid.

A great starting point for families to learn more about the ins and outs of college programs is the Frequently Asked Questions section of  Think College’s Family Resources  webpage.

What are the admission requirements?

Students attending Comprehensive Transition Programs are required to have an “intellectual disability” as defined in the HEOA. The term “student with an intellectual disability” means a student with “…a cognitive impairment, characterized by significant limitations in intellectual and cognitive functioning; and adaptive behavior as expressed in conceptual, social, and practical adaptive skills; and who is currently, or was formerly, eligible for a free appropriate public education (FAPE) under the Individuals with Disabilities Education Act.” (If a student is not identified as having an intellectual disability during kindergarten through 12th grade, other documentation may be provided establishing that the student has an intellectual disability.)

Not all programs included in the Think College database are Comprehensive Transition Programs and admission requirements vary. Most serve a limited number of students each year and acceptance is not guaranteed. Acceptance criteria can often be found on the program’s website. It’s important to keep in mind that many factors are taken into consideration on an individual student and program basis. In addition, it is expected that programs will provide support and instruction for independent living. Although website information is helpful, you will want to have a conversation with program staff to clarify expectations and discuss individual concerns. The list below is a compilation of some examples of guidelines for admissions listed by various programs.

• Has the desire and motivation to participate in a college experience
• Can use technology (cell phone, tablet, laptop, etc.) at a basic level
• Age is between 18-25 years old upon admission
• Can self-administer medications
• Exhibits behaviors appropriate for a college setting
• Able to communicate with others and express needs
• Able to handle changes in routine; can be flexible in fluctuating circumstances
• Has parents who will support their independence

The admission process often includes these steps:

• Attend a program open house or tour and information session 
• Complete and submit the application and required documentation by the deadline 
• Respond to an invitation to move forward to the interview process 
• Attend a personal interview 
• Respond to notification of acceptance status 

By learning about expectations for students and the skills that contribute to successful participation, families can begin early on to provide opportunities for skill-building at home and to advocate for IEP goals and transition services that will prepare their daughter or son for college.

How do families locate and learn about Inclusive Postsecondary Education (IPSE) opportunities?

• Use Think College’s College Search Tool to find and compare information on existing college programs * for students with intellectual disabilities across the country.
• Once you compile a list of schools that may be a good match, use the How to Think College Guide to Conducting a College Search to narrow your results.
• To refine your choices further, consult the Self-Advocate’s Guide to Choosing a Postsecondary Program created by The Boggs Center on Developmental Disabilities. You may also contact Think College or PACER Center directly for help in finding the information you need.
• How We Made it Happen: Interviews with Parent Leaders about Their Kids Going to College Information gleaned from interviews with parents of youth with intellectual and developmental disabilities (IDD) that played key leadership roles in establishing postsecondary education programs for students with IDD.
• Think College at the Institute for Community Inclusion, UMASS Boston Dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disabilities. (6 min)
• Families Think College Facebook Page A closed Facebook group for families is a wonderful way to connect with and learn from parents of current and potential college students with intellectual disabilities.

What can students and families do now to prepare for an inclusive college experience?

Having college as a long-range goal can change the trajectory of a student’s K-12 education and can be a powerful factor in advocating for inclusive placements. While in high school, or earlier if possible, set the expectation of college as a “measurable postsecondary goal.”

To adopt a goal as their own, students need to be able to picture the possibility. Plan a visit to a nearby college program or schedule a tour as part of a family vacation. Visit programs virtually by watching videos together like this one from the Think College Resource Library: I Am Thinking College (Even with My Disability) (8 min)

Include college-preparation skills in your son or daughter’s Individualized Education Program (IEP). Think about goals and objectives that will lead to skills needed for success in postsecondary education such as using electronic communication, signing up for activities, choosing courses based on career goals, managing a schedule, and learning how to access information online. College is a pathway to a career and integrated employment will be an important component of the college program. Gaining community-based work experience in high school and developing employment soft skills will contribute to success in college and beyond.

Along with thoughtful IEP development, there are many other ways that parents and families can help students prepare for a more independent life. Practicing independent living tasks such as laundry, cooking, and scheduling appointments will be beneficial for college life.

• 20 Powerful Strategies to Prepare Your Child for Inclusive Postsecondary Education Includes tasks such as using public transportation, talking about their disability, having high expectations, going to overnight camp, and starting a college saving account.
• How IEP Teams Can Use Dual Enrollment Experiences to Develop Robust Plans Provides an overview of numerous ways that team members are capitalizing on dual enrollment college experiences that students are participating in to develop IEPs that reflect comprehensive transition experiences.
• PACER’s Middle & High School Transition Planning Learning Center Transition planning can begin many years before youth with disabilities graduate from high school. Find more information and support about how families can use the IEP to work towards future goals.
• Tips for IEP Teams to Help Students and Families Prepare for Inclusive Postsecondary Education This handout, created by PACER for Think College, is for families preparing for their child with an intellectual disability to go to college. A checklist and related resources help guide the selection of transition goals and activities that will likely be key factors in making the possibility of college a reality.

How can families pay for college?

Paying for college can be challenging for all students, and specialized programs with added supports can be expensive. Families of students with intellectual and developmental disabilities are encouraged to begin early to explore options for financial aid as well as funding sources that may be available through other agencies.   ABLE accounts are a new option that allows for saving for college while preserving public benefits such as Social Security Income and Medical Assistance, and allow for rollovers from 529 college savings accounts. Think College has put together a Paying for College webpage with resources to read, videos to watch, and a set of frequently asked questions to help parents and students understand ways to pay for college. Federal Student Aid is available for students with intellectual disabilities who meet basic aid eligibility and attend a Comprehensive Transition and Postsecondary (CTP) program. Families can also check into funding sources such as Social Security, Developmental Disabilities and Medicaid programs, and Vocational Rehabilitation Services. Scholarships like Ruby’s Rainbow for students with Down Syndrome may offer financial support to fund postsecondary opportunities.

• Paying for College: Exploring Funding Sources for an Inclusive Postsecondary Education Program A list of several funding sources, examples, and links to further information.
• Plan for Achieving Self Support (PASS) PASS, an SSI work incentive that lets you use your own income or assets to help you reach your work goals such as setting aside money to go to school.
• Scholarship Opportunities for Students with Disabilities Resources and disability-related scholarships to help finance your postsecondary degree.
• ABLE National Resource Center How ABLE accounts can benefit individuals with disabilities and their families.

How will parents be involved when their young adults with ID are attending college?

Parents accustomed to their active role as a member of the IEP and transition team are often surprised at the major change in expectations for parent involvement in college settings, even when the parent is the legal guardian. Throughout K-12 education, parents often plan, communicate, and advocate for their son or daughter. In college, parents will be planning, communicating, and advocating with their son or daughter. It can be helpful for parents to view themselves not as the decision-maker, but as the advisor or consultant for their young adult.

Each college will have their own policies and procedures regarding parent involvement and family engagement. It is important to have clear expectations about roles and responsibilities and communication channels prior to enrolling in a program. Many colleges make it a practice to communicate directly only with the student and expect the student to communicate information to their parents, even when the student has provided consent for the college to share information. Postsecondary institutions may state that they cannot communicate education or health information to families due to the Family Educational Rights Privacy Act (FERPA). However, students may sign a FERPA waiver allowing such communication.

The role of the parent changes, but it does not end. Parents’ high expectations and appropriate involvement can support a young adult’s self-determination, autonomy, and interdependence. Families can continue to help youth build soft skills, tap into their personal networks, provide transportation, contribute valuable student information, and reinforce college program goals and student expectations.  

• Consider the Alternatives: Decision-Making Options for Young Adults with Intellectual Disabilities This brief, written by Think College partners at the Pacer Center, focuses on alternatives to guardianship. It explains the different options available to families, and what the ramifications are for those options. In particular, this publication explains details and possible outcomes for power of attorney, supported decision-making, and guardianship. Examples are shared, as well as many additional resources.
• Communicate with Your Student’s College under Family Educational Rights and Privacy Act (FERPA) Explains what FERPA is and how it can affect the relationship with your child’s college staff and faculty.
• You Don't Say! Parent Involvement Expectations, Communication and FERPA Requirements in Postsecondary Education Programs for Students with Intellectual Disabilities This webinar takes a look at family engagement in postsecondary education programs from a parent perspective. (67 min)

PACER is a proud partner of Think College . Think College is a national organization dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disability. With a commitment to equity and excellence, Think College supports evidence-based and student-centered research and practice by generating and sharing knowledge, guiding institutional change, informing public policy, and engaging with students, professionals and families.

Supporting Georgia students with intellectual disabilities to achieve their potential

Our alliance of universities, technical colleges, state agencies, alumni, parents, and K-12 educators in Georgia is dedicated to ensuring that every student has access to inclusive post secondary education.

Learn how to support your child’s journey to inclusive post secondary education.

Experience learning in a supportive and inclusive environment that empowers you to reach your goals.

Learn about college opportunities available for students with intellectual disabilities.

What is IPSE ?

Inclusive post secondary education (IPSE) is college that includes people with intellectual disability. It is also called inclusive higher education. IPSE means that students with and without intellectual disability go to college together.

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Inclusive Post-Secondary Education Program Launches

Berry College will welcome young adults with intellectual disabilities to the new Inclusive Post-Secondary Education program starting in the fall of 2024. 

Berry will be the first private college in Georgia to have an Inclusive Postsecondary Education program and will be the 10th program to join Georgia’s Inclusive Post-Secondary Education consortium supported by the Georgia Council of Developmental Disabilities. 

The two-year certificate program will welcome students aged 18 to 26 and will offer academic, vocational and interpersonal growth. Applications open from Dec. 15 to Jan. 30. Berry’s Psychology Department Chair Michelle Haney is the director of the program. 

“Our Inclusive Post-Secondary Education program aligns with the Berry College mission, building on our founder Martha Berry’s vision of providing an education that allows individuals to learn skills and gain work experiences to become productive members of their communities,” Haney said.

“In fact, the goals of this program align with the experiences of all our Berry students — an excellent education with mentored support for intentional planning for the future, meaningful community engagement, personal growth, and leadership development within a welcoming community of extraordinary beauty.” 

In pursuing these outcomes, admitted students will be able to enroll in academic courses of their choice as well as various skill building and developmental courses. They will hold internships each semester and receive one-on-one mentorship throughout the program. 

For more information about Berry’s Inclusive Post-Secondary Education program, please visit  https://www.berry.edu/academics/ipse/ . 

  Written by Public Relations Student Assistant Elizabeth Chandler

Office of Public Relations

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Inclusive Post-Secondary Education Programs

Post-Secondary Education

Inclusive Post-Secondary Education programs are available at more and more colleges and universities in Georgia and across the country. More and more individuals with Intellectual Disabilities are seeking and receiving the same college experiences and opportunities as their peers enjoy.

Inclusive Post Secondary Education Resources

Rethinking College is a 25-minute film that explores the growing movement to include students with intellectual disabilities in higher education. Produced by Think College, the video presents perspectives of parents, educators, advocates, policy leaders, and (most importantly) students, and illustrates how colleges and universities can provide a setting for all students to grow, learn, and build toward better futures.

Watch this 7-8 minute video which describes in plain terms what Inclusive Post Secondary Education (IPSE) is, what it looks like in Georgia, and the effect it has on students and graduates.

Georgia Inclusive Postsecondary Education Consortium – Members of this Consortium are committed to providing information and training resources for individuals, families, colleges & universities, and agencies to achieve the goal of inclusive PSE opportunities for all. 

Georgia Inclusive Postsecondary Education Programs 

Kennesaw State University Academy for Inclusive Learning and Social Growth

East Georgia State College CHOICE Program

Georgia Tech Excel Program

Columbus State University GOALS Program

University of Georgia Destination Dawgs

Albany Technical College LEAP Program

Georgia College & State University GC THRIVE

Georgia State University Th e Inclusive Digital Expression and Literacy (IDEAL) Program

Georgia Southern University EAGLE Academy

Berry College https://www.berry.edu/academics/ipse/

Other Resources

Search for colleges with IPSE programs in your state.

Include College Spreading the possibilities of inclusive post secondary education through resources, family and student success stories and more.

Think College: College Options for People with Intellectual Disabilities is a national organization dedicated to developing, expanding, and improving inclusive higher education options for people with intellectual disabilities.

The Guideposts for Success:  A Framework for Families Preparing Youth for Adulthood from the National Collaborative on Workforce and Disability for Youth

Think College: The Sky is the Limit   Read how Vanessa, a second-year student in a postsecondary transition program, was moved and inspired by the book, “Wine to Water” by Doc Hendley.

Read how Jonathan developed skills and life experiences in a post-secondary program that will help him gain employment.

Read “Eddie’s Journey through College to a Full-Time Job

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Program Description

• 2023 Texas Higher Education Coordinating Board Star Award Recipient
• Most Inclusive Post-Secondary Education program in Texas
• 10-12 Students per Cohort (per year)
• 66% of course enrollment is in inclusive traditional courses
• Courses available from every college, spanning over 40 different disciplines
• Students complete the University Career Readiness course, required for all first-year students
• All internships and paid employment are completed in integrated competitive employment (inclusive) settings
• 90% of students have paid employment
• UNT courses for zero-credit (non-degree seeking) focusing on career interests
• Inclusive internships on campus & community focusing on competitive employment
• Participation in traditional college activities with UNT students
• UNT ELEVAR Classes: designed for their needs (life skills, financial literacy, career planning, health & wellness)

Think College highlights why Inclusive Post-Secondary Education Programs around the country are benefical for all students featuring ELEVAR.

Admissions Information

The UNT ELEVAR program is designed to serve young adults with intellectual disabilities of at least 18 years of age, who have completed high school with or without a high school diploma, and who received services through an Individualized Education Plan (IEP), been served by IDEA, or completed an alternate assessment portfolio.   The application is now closed but will open again October 1, 2024 and close on December 1, 2024 for the 2025-2026 cohort. For more information, visit our Admission Information page .

Information Sessions and Family Resources

To learn more about the UNT ELEVAR program please attend one of our Open Houses (see Events for more information) .  In this virtual or in person open house, we share more about the program, admission process, housing, and all other components of our inclusive post-secondary education program. To visit UNT, please schedule a tour with UNT admissions at https://tours.unt.edu .

RESOURCES : Middle school and High school students interested in pursuing and experiencing a college career can prepare early on! Here is a great website from our Think College partners: Click Here .

Supporting the UNT ELEVAR Program

Spreading the word about the inclusive options and possibilities for students with intellectual and/or developmental disabilities is a great way to support the program. Your gift will empower students with intellectual disabilities to become more independent and prepared for competitive employment. To give, please visit our official GIVING page . 

• Inclusive Postsecondary Education

The Florida Center for Students with Unique Abilities (FCSUA) Signed into law by Florida’s governor on January 23, 2016, the Florida Postsecondary Comprehensive Transition Program Act (the Act) (FS 1004.6495) established the Florida Center for Students with Unique Abilities at the University of Central Florida (the Center) and charged the Center with managing the Florida Postsecondary Comprehensive Transition Program (FPCTP) application and approval process. The Act also established criteria for FPCTP approval, scholarship awards for eligible students to attend approved programs, grant awards to promote new program development and existing program enhancements, and accountability requirements associated with these opportunities. The FCSUA, located at the University of Central Florida, was created by the Florida Legislature in 2016. The purpose of the center is to increase independent living, inclusive and experiential postsecondary education and employment opportunities for students with intellectual disabilities. Funding is available to help colleges set up new programs and also for student scholarships to attend these programs. There are several important distinctions between TPSID and FCSUA funding opportunities. FCSUA policies require the following:

•  Students must have exited from the K-12 system to be eligible for FCSUA scholarships.
•  Students may exceed the age of 22 and remain eligible for an FCSUA scholarship.
•  Postsecondary programs must have Florida Postsecondary Comprehensive Transition Program (FPCTP) status or be in the application process to be eligible to receive grant funding.
•  Postsecondary programs must also be accessible to students who have exited the K-12 system.  The FCSUA website (https://fcsua.org/E_postsecondary.php) provides a listing and map of postsecondary education programs that serve students with intellectual disabilities in Florida, which includes the approved Florida Postsecondary Comprehensive Transition Programs (FPCTPs), as well as those not approved as such. For more information, visit www.FCSUA.org.     

The FCSUA website provides a listing and map of postsecondary education programs that serve students with intellectual disbilities in Florida, which includes the approved Florida Postsecondary Comprehensive Transition Programs (FCTPs), as well as those not approved as such. For more information on FCTPs, visit the webpage where the brochure can be found.

Increasing Postsecondary Opportunities and Success for Students and Youth with Disabilities This document was released September 17, 2019 by the US Education Department, as a question/answer format, to clarify 4 target areas of postsecondary education for this population:

• Enrollment opportunities in postsecondary education programs for high school students with disabilities;
• Enrollment opportunities in postsecondary education programs for young adults with disabilities, who have exited the high school;
• Coordination of services, funded by IDEA and VR , students with disabilities may receive when attending a postsecondary education program;
• Access to financial aid for students with intellectual disabilities enrolled in comprehensive transition and postsecondary education programs.
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Inclusive Post-Secondary Education Program

The Inclusive Post-Secondary Education (IPSE) program supports adults with developmental disabilities  attending St. Mary’s University. As non-credit students, IPSE students’ class participation varies with their comfort level with the goal of learning and exploring their interests. Students also become involved in on-campus activities like joining clubs and attending campus events, while also developing professional and social skills to build their independence.

IPSE students are diverse: they have a range of developmental disabilities, come from a variety of backgrounds, and possess different skill levels. Each IPSE student receives individualized supports to facilitate their success, both inside and outside the classroom.

The Integrated Post Secondary Education Society of Alberta (IPSESA) has facilitated St. Mary’s IPSE program since 2004. IPSESA also facilitates IPSE programs at the University of Calgary and SAIT. Our Facilitator at St. Mary’s works closely with the campus community to support successful post-secondary experiences for IPSE students. We are grateful to be part of the St. Mary’s community.

We celebrate our students personal gifts and passions, while addressing accessibility barriers from both a societal and individual perspective. Part of our role is also to develop community, while raising awareness of the day-to-day challenges and barriers that students with disabilities experience. 

We welcome everyone in the campus community to contact us to learn more about disability inclusion. In addition, we are always looking for opportunities for our students to experience belonging and to participate actively in their learning environment. 

Student volunteer opportunities:

• STMU students may become peer-volunteers to assist with the inclusion of IPSE students at St. Mary’s. 
• STMU Education students may also volunteer with us for creating curriculum modification and academic facilitation. 

Please visit our website for more information https://www.ipsesocietyofalberta.com/ or send us an email to [email protected]    

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Inclusive Postsecondary Education: Are There Program Components That Predict Employment?

Through secondary analyses of data obtained from the Transition and Postsecondary Programs for Students with Intellectual Disabilities (TPSID) National Coordinating Center database of model demonstration sites in Florida, this study examined components of inclusive postsecondary education programs for students with intellectual disabilities correlated with employment upon program exit. Inclusive coursework was found to have the strongest correlation with the post-school outcome of paid, competitive employment upon exit. This component aligns with the predictors of post-school success for students with disabilities (Mazzotti et al., 2016) and predictors of employment for people with intellectual disabilities (Southward & Kyzar, 2017). Areas of agreement are discussed as well as implications for stakeholders and suggestions for future research. 

Roberts-Dahm, L. D., & Dukes, L. L. (2024). Inclusive Postsecondary Education: Are There Program Components That Predict Employment? Employment and Inclusive Postsecondary Education.  Journal of Inclusive Postsecondary Education ,  5 (2). https://doi.org/10.13021/jipe.2024.3083

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GCDD - GEORGIA COUNCIL ON DEVELOPMENTAL DISABILITIES

GCDD Quarterly Council Meeting July 11 & 12, 2024 Location: Virtual

• Inclusive Post-Secondary Education (IPSE)

Inclusive college programs across the state offer students with intellectual and developmental disabilities (I/DD) a variety of experiences and opportunities for growth as they prepare for the next chapter of their lives. Transition planning should include college and begin as early as possible during their middle and high school years. With inclusive programs, referred to as Inclusive Postsecondary Education (IPSE), students with I/DD can now realize their dream of continuing their studies in a university or collegesetting with their peers.

The following colleges and universities in Georgia welcome students with intellectual and developmental disabilities:

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ECMC Foundation Funding: Research on Advancing Rural Postsecondary Education

We are pleased to announce the launch of  ECMC Foundation: Research on Advancing Rural Postsecondary Education:

• Internal Submission Deadline:  Monday, July 8, 2024
• Funding Organization's Deadline:  Sunday, July 14, 2024
• Cycle:  Up to 3 years
• Discipline/Subject Area:  Postsecondary Education, Rural Sociology, Public Policy, Educational Equity
• Funding Available:  450000
• Website:  https://www.ecmcfoundation.org/news/foundation/request-for-proposal-research-on-advancing-rural-postsecondary-education

Description:

*The Office of Foundation Relations is the designated institutional contact responsible for managing the Penn State relationship with ECMC Foundation. If you plan on applying, please contact: Jara Dorsey-Lash at  [email protected] , Interim Director of Foundation Relations, before preparing a submission or registering on the portal *

Program Description

ECMC Foundation is a national foundation whose North Star goal is to eliminate equity gaps in postsecondary completion by 2040 so that underserved learners have greater opportunity for social and economic mobility. The Foundation’s mission is to improve higher education for career success among underserved populations through evidence-based innovation.

The Rural Impact Initiative ECMC Foundation launched the Rural Impact Initiative in January 2024, building on nearly a decade of existing grantmaking in rural higher education. This initiative aims to enhance the field’s understanding of the unique opportunities, assets and challenges of rural postsecondary institutions and learners and to ultimately increase rural learners’ postsecondary completion rates and enhance the capacity of organizations, institutions and systems to support rural learners.

This request for proposal (RFP) invites researchers committed to producing knowledge about rural learners and rural postsecondary institutions to apply for grants of up to three years and $450,000. ECMC Foundation expects to award up to seven grants that will begin on or after November 1, 2024. Successful projects will demonstrate how research findings inform actionable strategies for practitioners; local, state and federal policymakers; and/or intermediary partners and funders in advancing the postsecondary success of rural learners.

Research projects selected for funding through this RFP will be those that examine one of three priority areas:

Priority Area One: The College Experience of Rural Learners with Intersecting Identities

Rural learners are not monolithic and encompass a diverse spectrum of backgrounds, experiences, and aspirations. While rural communities share common characteristics such as geographic remoteness and limited access to resources, the needs and identities of rural learners are shaped by a multitude of factors including race, ethnicity, socioeconomic status, gender, sexual orientation and ability. Acknowledging and centering this diversity is crucial for designing inclusive educational interventions that recognize and address the unique challenges and strengths of rural learners.

ECMC Foundation recognizes the complexity with defining who is rural. We are open to any federal or state government definition of rural as well as learners who self-identify as rural. ECMC Foundation considers intersecting identities to include but not limited to rural learners who also identify as: Alaska Native, Black, Indigenous, Latinx, Native Hawaiian, or South Asian; LGBTQIA+; low-income; first-generation; over age 25; immigrants and/or undocumented.

Research in this focus area should center college experiences of rural learners through the lens of both rurality and any given intersecting identity as listed above. Lines of Inquiry may include:

Priority Area Two: The Roles of Rural Postsecondary Institutions

There is a clear need to better understand institutions that are located in rural communities and/or focused on serving rural learners. There are more than 1,000 rural-serving institutions and more than 500 rurally located institutions in the United States, serving more than four million learners, and there is a clear need to better understand these institutions in order to reach and support rural learners and communities. In recent years, many of these institutions have been threatened by low enrollment, possible mergers, lower financial support through state appropriations, and increases in staff turnover though oftentimes learners from rural communities are the most likely to attend these institutions. Rural postsecondary institutions, which are mostly regional comprehensive universities and community colleges and include several who hold status as minority serving institutions, can and do provide services that are responsive to their local cultural, geographic, and economic challenges. Moreover, these institutions are vital anchor institutions that contribute to their regions in terms of creating jobs; acting as arts and cultural centers; providing access to healthcare, broadband internet, and libraries; and valuing rural ways of life that have often been ignored by the higher education system writ large.

Lines of Inquiry may include:

Priority Area Three: The Policies Affecting Rural Postsecondary Education

Local, state and federal policies play a pivotal role in shaping the landscape of rural postsecondary education. Local policies may focus on funding allocations, infrastructure development, and partnerships with local industries to ensure relevance and accessibility. State governments wield significant influence over rural postsecondary education through funding mechanisms, regulatory frameworks and strategic planning initiatives. State policies often prioritize initiatives aimed at increasing college affordability, expanding access to financial aid, and promoting collaboration between institutions to maximize resources and educational opportunities. Finally, the federal government has more than 400 federal programs with targeted support for rural community and economic development, from agencies such as: Department of Education, Department of Agriculture, Department of Interior, Department of Health and Human Services, Department of Housing and Urban Development, Department of Labor and Department of Transportation.

Eligibility

Eligible applicants include nonprofit organizations registered as a U.S. 501(c)(3) or a 509(a)(1), (2), or (3) of the Internal Revenue Code, state government agencies, non-profit two- and four-year institutions and systems or their affiliated and supporting foundations, and university-affiliated research centers or laboratories. Applicants may also represent partnerships between research teams and organizations, including research-practice partnerships.

ECMC Foundation values the importance of having meaningful connections and relationships between research teams and the communities they study. Therefore, if the proposed project includes working directly with rural communities/institutions to collect data (e.g., qualitative interviews with rural students, leveraging privately held datasets from a rural institution/organization), applicants must have an existing relationship with a rural-serving or rurally located postsecondary institution or a rural community/region.

Additionally, we strongly encourage applications from project teams representing the following:

Award Information

How to Apply

*Notify your unit's research office/ research administrator of your intent to apply and contact Jara Dorsey-Lash at  [email protected] 814-867-0554. The internal deadline of July 8, 2024 is for sending a proposal draft for review before submission.*

The submission deadline is   Sunday, July 14, 2024 at 11:59 p.m. PDT.

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