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 andFirst 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.