Affiliation:
1. University of North Florida, USA
2. Illinois State University, USA
3. Georgia State University, USA
Abstract
In this chapter, readers will meet three junior faculty in the niche field of deaf education who teach in different programs in different states. As doctoral students, they met at a field-specific conference about a decade before they wrote this chapter. Throughout the last 10 years, they have developed relationships as colleagues, friends, and now, co-authors. They share their experiences, both as individuals and as a collective, through the use of narrative storytelling and collaborative reflection. The authors reflect on and synthesize their stories with a focus on (1) the impacts of the K-12 experience on their transitions into higher education, (2) the role of the conference/organization during these transitions, and (3) the barriers and supports they encountered throughout the transitions. The chapter concludes with their advice to readers on how to emBRACE the transition from K-12 to higher education, using BRACE as an acronym for five proactive steps individuals can take to ensure a successful transition.
Reference13 articles.
1. Faculty diversity and tenure in higher education.;J.Abdul-Raheem;Journal of Cultural Diversity,2016
2. AlexanderL. (1992). Deaf students education services. Notice of Policy Guidance (OCR-000012). U.S. Department of Education. https://www2.ed.gov/about/offices/list/ocr/docs/hq9806.html
3. Enrollment trends in deaf education teacher preparation programs, 1973–2009.;D.Dolman;American Annals of the Deaf,2010
4. Gardiner-Walsh, S., & Lenihan, S. (2017). Communication options. Preparing to Teach, Committing to Learn: An Introduction to Educating Children Who Are Deaf/Hard of Hearing (2017 - 2020).https://www.infanthearing.org/ebook-educating-children-dhh/