Table of Contents

Part I: Policies

Chapter 1: Federal Policies, the Veterans Administration, and the U.S. Department of Education Regarding Inclusive Access Programs
Chapter 2: Intended and Unintended Consequences: State Policies and Inclusive Access

Part II: Case Studies

Chapter 3: Texas A&M University-San Antonio
Chapter 4: California State University-East Bay
Chapter 5: Glendale Community College
Chapter 6: Maricopa Community Colleges
Chapter 7: Ohio State University
Chapter 8: Texas State University
Chapter 9: SUNY Jefferson Community College
Chapter 10: University of Central Florida
Chapter 11: University of St. Thomas
Chapter 12: Norwich University
Chapter 13: Mid State Technical College
Chapter 14: Missouri Baptist University
Chapter 15: Future Directions in Inclusive Access Programs

Part III: Evidence of Success

Chapter 16: Adapting Inclusive Access Programs to Ensure the Success of Students with Disabilities
Chapter 17: The Effects of an Inclusive Access Program on the Cost of Education and Student Debt
Chapter 18: The Role of Inclusive Access Programs in Student Success: The Effect on Student Grades
Chapter 19: Improving Student Engagement with Course Content
Chapter 20: Do Inclusive Access Programs Improve Access to Higher Education?
Chapter 21: Special Considerations for Inclusive Access Programs and Veteran Students
Chapter 22: Inclusive Access Programs and Social Learning
Chapter 23: The Benefits of Instructor Engagement in Inclusive Access programs
Chapter 24: How Inclusive Access Programs help Texas Colleges meet the TX60x30 Strategic Goals: Empirical Evidence
Chapter 25: Student Satisfaction with Inclusive Access Programs
Chapter 26: Costs and Benefits of an Inclusive Access Program at a Public University
Chapter 27: The Effect of Student Engagement with Course Content on Student Success
Chapter 28: Student Demographics and Characteristics for Early E-book Adoption
Chapter 29: Inclusive Access programs and First Generation College student success
Chapter 30: How do Students access Course Content on campuses with Inclusive Access Programs
Chapter 31: The Importance and Role of a Faculty Champion in Initiating an Inclusive Access Program
Chapter 32: Lessons Learned and Future Directions for Inclusive Access Programs

About the Author

Tracy A. Hurley joined the School of Business at Texas A&M University-San Antonio in the Fall of 2000 while it was a System Center under the auspices of Texas A&M University-Kingsville. She received a BBA in Finance, an MBA, and a PhD in Business Administration with an emphasis in Management and a minor in Statistics from the University of Houston. Dr. Hurley is currently the head of the School of Business, an Associate Professor in Management, and MBA coordinator. She also manages the university’s e-book program and is the Chair of the Southwest Teaching & Learning Conference.