Defense Date

11-1-2025

Graduation Date

Fall 12-19-2025

Availability

Immediate Access

Submission Type

dissertation

Degree Name

EdD

Department

Professional Doctorate in Educational Leadership (ProDEL)

School

School of Education

Committee Chair

Tara Abbott

Committee Member

Gibbs Kanyongo

Committee Member

Triantafyllia Sarri

Committee Member

Christopher McMahon

Keywords

Classroom policies, Critical Disability Studies, Universal Design, Generation Z, Liberal Arts, Technology, Higher Education

Abstract

This quantitative improvement study investigates how classroom technology policies impact equity, access, and alignment with liberal arts values at a small Catholic liberal arts college. The study arose from concerns regarding academic accommodations, where students needed to formally request access to digital tools that were widely available. The focus is on inconsistent and sometimes restrictive technology policies that create barriers for students relying on these resources.

Interpreted through the conceptual frameworks of Universal Design for Learning (UDL) and Critical Disability Studies (CDS), this study was guided by the following research questions:

  1. What expectations do students have regarding access to technology in the classroom, and how do these expectations differ between core and major courses?
  2. To what extent do students feel their needs for classroom technology access are being met, and how do their experiences differ between core and major courses?
  3. What restrictions on classroom technology use do students report experiencing, and how do these vary across different types of courses (e.g., core vs. major)?

Using existing institutional data, the study examined responses from two surveys conducted with graduating seniors over two years. Results show that while students strongly value access to technology and see it as vital for their learning and career readiness, they face inconsistent access throughout the curriculum—especially between core and major courses.

The study concludes that these inconsistencies stem from differences in faculty practices rather than institutional philosophy, highlighting the need for coordinated leadership, faculty development, and systematic assessment. Recommendations include encouraging shared dialogue about equitable technology use, incorporating inclusive design principles, and establishing ongoing assessment to ensure alignment with the institution’s mission and accreditation standards.

Language

English

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