September 7, 2022 • 16 mins
Students with intellectual disabilities have been significantly underrepresented in higher education, learn more about inclusive higher education programs supporting students with education and career goals.
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Episode Transcript
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(00:15):
[Patti] Hi and welcome to
the State of HDI podcast
where we explore
the projects
and initiatives
at the University
of Kentucky Human Development
Institute,
a university center on disability.
This is Patti Singleton; in the studio,
I have Erin Fitzgerald,
coordinator for UK's College
and Career
Studies Program,
(00:35):
a program for students
with intellectual disabilities,
as well as Johnny Collett,
HDI's Deputy Director.
Both Erin and Johnny work to enhance
and expand inclusive higher
education options
for students
with intellectual disabilities
In Kentucky.
Welcome to you both. [Johnny] Thanks, Patti.
[Erin] Thank you.
(00:55):
[Patti] Alright,
to start,
can you tell us a little more
about this HDI project?
[Johnny] Yeah, well,
thanks for the opportunity
to talk about this.
The supported higher education
project here
at UK
is focused on students
with intellectual disabilities.
So students who have,
you know, great strengths
but also have some areas of challenge
just like we all have.
But students with intellectual
(01:16):
disabilities have been
significantly underrepresented
in higher education.
We know not only in Kentucky,
but really across the country.
So we're excited to be able to
have a project
that works with existing programs
at institutions of higher ed.
here in Kentucky,
but also
is working with other universities
and colleges
who are interested in starting programs,
(01:36):
higher education programs for students
with intellectual disabilities.
We may get to talk about that
a little bit more later,
but it's a - it's
a really cool opportunity
to think about a group of students
who have historically
not been on our campuses
and creating a program for them
that is meaningful to them, meaningful
to employers,
we think,
as they progress through the program.
(01:57):
But I would be remiss
if I didn't say that we are very grateful
for the support
of the Kentucky General Assembly.
We have had this work included in
Kentucky's state budget
for the last three budgets cycles,
and that's just a really
pretty cool thing.
And I think we're leading the nation
in a lot of ways because of that.
[Patti] That's great.
(02:17):
And I know
you touched on this a little bit,
but can you tell us
how are these programs unique?
[Erin] Yeah, I can speak to that a little bit.
I think one thing
that's unique about CTPs
is that they were created
and designed
specifically with students
with intellectual disability in mind.
And as Johnny said, that's a demographic
that's been historically left
out of the conversation
about postsecondary education
(02:38):
and which is a shame.
And if - if institutions
of higher education
had originally been
designed to be inclusive of all people,
we might be looking at a different
situation now, but
I think
things are definitely changing
in this regard,
and more people
recognize that postsecondary education
(02:59):
can and should include more people.
And when I say that CTPs are designed
with students
with ID in mind,
I don't mean
that they have totally separate elements
to them
from existing programs
and resources,
but the programs exist to increase access
and inclusion in those existing spaces.
And I think one of the things important
(03:19):
to think about
is that students in CTP programs,
students with intellectual disabilities
come to college
for much the same reasons as students
coming to college
for any other program or reason.
And that's some of those things
being like continuing
learning and exploring interests
and thinking about jobs and careers
and just what you want to do in life.
And so that's -
those are things
(03:40):
that all students experience in college,
whether they're pursuing a degree
or whether they're there
for a
different kind of learning experience
and focusing more on
learning new things
and meeting new people.
So CTP programs
focus on all of those things,
like the campus experience
and connection
with peers and
exploring what might be next in life.
(04:02):
[Johnny] You know,
I might add a little bit to that.
Erin has mentioned CTP
a couple of times,
and that's comprehensive transition
in post-secondary programs.
And I'm glad she mentioned that
because I think that's part
of what makes these programs unique.
The terminology comprehensive transition
in post-secondary programs
is a little clunky,
but that's because it's in federal law,
and that language is often
a little clunky.
(04:22):
But it's also one of the unique things
about it.
Way back in 2008,
when the Higher Education Act
was last reauthorized,
I think, you know, the United States
Congress deserves
a lot of credit for saying,
hey, if we're going to talk about
higher education
for all Americans,
let's make sure that we're talking
about those who are conspicuously
and significantly
underrepresented in higher education.
(04:43):
So they carved out this opportunity
for colleges and universities
to start the so-called
comprehensive transition
in post-secondary programs.
So these are programs
we're going to talk about our own program
here at UK that Erin
coordinates for us here in a few minutes.
But that means that
that programs like ours
and we have several other across
the state
(05:04):
are also able to go through a process
that the United States
Department of Education reviews
an application
of a college university says, "hey,
we want to start a program like this."
And there's information
that those schools
have to provide to the U.S.
Department of Education.
But then
if they successfully move
through that process, then the U.S.
Department of Education
approves their program.
(05:24):
And that means that those programs
at institutions
of higher
education can now offer
financial aid to students who would have
historically have, one - not been able to
probably attend campus or school like
other students.
But two - may not have had access
to federal financial aid
because maybe they went through
a different type of program
(05:45):
in high school,
didn't get a standard diploma
or any diploma at all.
But that barrier was removed
in the Higher Ed Act back in 2008.
So if you go through this process
and are approved by the U.S.
Department of Education,
campuses and schools like the
University of Kentucky can offer access
to federal
financial aid
for which students may qualify
based on demonstrated need.
But also in Kentucky,
(06:06):
we'll talk about this today
or maybe a little bit later
if you have us back.
You know, students in these programs
also qualify for their Kentucky Education
Excellence Scholarship
Program, our KEES funding,
and also Work Ready
Kentucky scholarship program
and also the college access program.
So there are many barriers
that have been removed
for this population of students
in programs like this.
And I think that just adds to what
(06:27):
helps to make it unique.
[Patti] That's fantastic, Johnny.
And you mentioned
the Reauthorization of 2008.
I know HDI
has been doing this work for a long time.
Can you tell me a little more about that?
[Johnny] Yeah, I'm happy to do that.
We have been privileged.
It's been our privilege here
at the University
of Kentucky Human Development Institute,
I think to be leaders
not only here in Kentucky,
(06:47):
but across the nation
in this work
with a lot of other partners.
But back in 2010,
so I mentioned the reauthorization
of the higher Ed back in 2008,
a couple of years later,
you know,
regulations and other things
kind of catch up to laws
that have been passed.
And that's when the opportunity
to start these programs happened.
And there was a little bit of funding
that went along with that
in that first round back in 2010.
(07:10):
So Kentucky was very fortunate
to receive
some federal
funding between 2010 and 2015 to help
sort of build on some progress
that we were already
making here in Kentucky
because of some commitments
that we had long before this,
but that federal money helped us in those
first five years
to get some programs up and going.
We currently have
(07:30):
two of those that started back
then are still active.
Northern Kentucky University
got started
sort of during that period of time.
The program at Murray State University
did as well.
The program at Bluegrass Community
Technical College
also got started during that time.
There were a couple other schools
that had
had a program and are active now
and maybe we're interested in,
you know, kind of applying back then
(07:50):
but didn't get all the way
through the process.
But at any rate, you know,
we have been doing this
this work for quite a while.
That federal money dried up in 2015.
We did not continue to receive that,
and we did have some other funding
and support from other partners.
But, you know, we've
largely been doing this
without federal funding since then.
But as I mentioned a few minutes
ago, back in 2020,
(08:13):
the Kentucky General Assembly
included this money in the state budget.
And as part of one
of the mandated programs
we have at the University of Kentucky
that not only helps us
do the work we're going to,
we do the UK in our own program
that we'll talk about the few minutes,
but helps us work with current programs
to enhance
those programs for students
with intellectual disabilities
and also work with interested
(08:33):
colleges and universities
that want to establish these types
of programs.
[Patti] That's fantastic.
So Erin,
tell me a little bit
more about the UK College
and Career Studies program. Okay.
[Erin] The College and Career
Studies Program at UK - which is is
new this year
and we've been developing it for that
for a little while - is
(08:55):
one of the ways that a CTP can look.
I know that different colleges
and universities
have different approaches
to how they do
inclusive higher education programs.
So this program at UK is focused
on access and partnership.
And we're we strive to build partnerships
with the community,
with the university
and the community in order to ensure
that students
(09:15):
can access
existing resources,
as I mentioned before.
So in this program CCS
students - or college and career
study students - start off taking classes
that may help them
get used to the college
and campus environment
and to think about their own ways
of interacting with information
and with others.
And we also are having conversations
within our cohort of students
(09:38):
and among peers where people can share
about their strengths and interests
and about what might be helpful
during college
in order to work
toward their career goals
and other life goals.
So it sort of starts out that way.
And then after
the first semester, students
hopefully have a better snapshot
of the college environment
and are feeling more comfortable there.
So then students can make more decisions
(09:58):
about what classes
and work
experience and other activities
they may want to explore.
And this program can be completed in
about four semesters for students
who are averaging six
or seven credit hours per semester.
And in three of those, students
also engage
in some sort of work experience.
That's a big part of the program.
So this may be a volunteer activity
(10:19):
or a work study or internship or
practicum experience,
and it
can happen in a number of ways
depending on the student's schedule.
But the idea is that each
student in the program
will get three semesters to explore
those things,
to get a better idea
of what's involved in certain
jobs or career paths,
and see if it may be something
they want to continue
(10:40):
or pursue in the future.
[Patti] That's fantastic.
I've actually had one of the CTP students
as an intern and practicum student
and you know, her enthusiasm
to have the opportunity
to be in college
and on campus has just been...
I wish that we could bottle that.
Alright,
so tell me,
what do you think
project success looks like?
(11:01):
[Erin] Well, I think another thing that
kind of speaks to
that is another thing that we focus on,
I think projects success
looks like student success.
So that's going to be different
for each student
if we are able
to successfully support students
and the goals
that they're each working toward,
then I think that shows project success.
(11:22):
So one
of the - in
addition to my career -
I know we talk a lot about career
in college
and those things are really important,
but there are other elements too,
just like
there are a lot of other elements
that college students
learn, you know, are involved
in the college experience.
So another thing that we focus on with
our students
is increasing self-advocacy and autonomy.
So that's both on campus
(11:43):
and in life in general.
And some students have said
they wish to become more independent
with certain things.
And that's definitely something
all college students have in common.
Doing more
and more things on their own
and making decisions that reflect that,
making steps toward doing those things.
And so that's important.
I want to make a quick distinction
(12:04):
between independence and autonomy,
because independence
is a really important thing,
and we definitely want to help
people achieve that
as much as they would like.
But as we all know, it's
also true
that many people do need
certain types of support
and may continue to need certain supports
through the lifespan. And that's okay.
So not everything has to be done
completely independently,
(12:24):
but autonomy is more about
making your own decisions
and about your path in life
and being the one at the helm of that and
including which elements you feel
you want to
do independently
and which elements you may want
or need support and doing.
And then the self-advocacy
element is important in
learning how to
how to stand
up for yourself
so that you can make those wishes
(12:46):
known and clear to other people.
So those things are all interconnected
and we all -
they're all things that we talk
about with the students
as they're navigating this program.
[Johnny] Yeah.
And I think that's perfect.
And I'm thinking a little bit
more as you ask the question,
Patti, about success
and what would that look like?
You know,
I started our conversation today
(13:06):
with talking
about the underrepresentation
of this population of students
in higher education.
So I think at least part of what success
looks like also is systemic.
I think we've
focused on the student aspect of success,
which is the most important.
But from a systems perspective,
we want to think about where we are
as a Commonwealth.
You know, across our state.
And and we want to increase options
(13:26):
for students
with intellectual disabilities
to attend programs
like this
and make sure that we're addressing
those access issues and
and giving students
every opportunity to be successful
and that we would have
and continue to have a higher education
system across the Commonwealth
that is that is increasingly more
welcome
to all students,
including students
with intellectual disabilities.
(13:48):
So I think that's also from a systems
perspective kind of what, what
success looks like.
And I
think we're going
to have lots of opportunities
to talk about the growing success
in Kentucky.
These programs
are about the student driven
by the person center plans,
their career interests and goals.
And part of the goal is, is
(14:08):
as it would be for any student
in a program
like a university program,
and that is to better prepare for what
a career looks like.
And for students
with intellectual disabilities
to better prepare for competitive,
integrated employment
and independent living.
So you can see the connections
to our broader issues
of workforce in Kentucky
are broader
issues and concerns
around economic development in Kentucky
(14:29):
and how these students are just like
any other
Kentuckian,
will contribute significantly
to that as we move forward.
And also a little bit of a teaser,
I think you're going to hear
about more programs
like this in Kentucky.
I mentioned that we have four
that are active with ours
here at the University of Kentucky
being the most recent one.
But without saying more
(14:49):
than I'm able to say right now,
I think in the coming months
you're going to hear about more programs.
So
ask us questions if you have them.
And let's just continue
to work
together to increase the options
and access
and opportunity for success for students.
[Patti] Well, that's
something that we're
certainly going to be watching for.
And I thank you
both for joining us today.
In the episode notes are links
(15:10):
to find out more about this project
and also for Think College,
which provides support nationally
to support inclusive higher education.
[Patti] Hi and welcome to
the State of HDI podcast
where we explore
the projects
and initiatives
at the University
of Kentucky Human Development
Institute,
a university center on disability.
This is Patti Singleton; in the studio,
I have Erin Fitzgerald,
coordinator for UK's College
and Career
Studies Program,
(00:35):
a program for students
with intellectual disabilities,
as well as Johnny Collett,
HDI's Deputy Director.
Both Erin and Johnny work to enhance
and expand inclusive higher
education options
for students
with intellectual disabilities
In Kentucky.
Welcome to you both. [Johnny] Thanks, Patti.
[Erin] Thank you.
(00:55):
[Patti] Alright,
to start,
can you tell us a little more
about this HDI project?
[Johnny] Yeah, well,
thanks for the opportunity
to talk about this.
The supported higher education
project here
at UK
is focused on students
with intellectual disabilities.
So students who have,
you know, great strengths
but also have some areas of challenge
just like we all have.
But students with intellectual
(01:16):
disabilities have been
significantly underrepresented
in higher education.
We know not only in Kentucky,
but really across the country.
So we're excited to be able to
have a project
that works with existing programs
at institutions of higher ed.
here in Kentucky,
but also
is working with other universities
and colleges
who are interested in starting programs,
(01:36):
higher education programs for students
with intellectual disabilities.
We may get to talk about that
a little bit more later,
but it's a - it's
a really cool opportunity
to think about a group of students
who have historically
not been on our campuses
and creating a program for them
that is meaningful to them, meaningful
to employers,
we think,
as they progress through the program.
(01:57):
But I would be remiss
if I didn't say that we are very grateful
for the support
of the Kentucky General Assembly.
We have had this work included in
Kentucky's state budget
for the last three budgets cycles,
and that's just a really
pretty cool thing.
And I think we're leading the nation
in a lot of ways because of that.
[Patti] That's great.
(02:17):
And I know
you touched on this a little bit,
but can you tell us
how are these programs unique?
[Erin] Yeah, I can speak to that a little bit.
I think one thing
that's unique about CTPs
is that they were created
and designed
specifically with students
with intellectual disability in mind.
And as Johnny said, that's a demographic
that's been historically left
out of the conversation
about postsecondary education
(02:38):
and which is a shame.
And if - if institutions
of higher education
had originally been
designed to be inclusive of all people,
we might be looking at a different
situation now, but
I think
things are definitely changing
in this regard,
and more people
recognize that postsecondary education
(02:59):
can and should include more people.
And when I say that CTPs are designed
with students
with ID in mind,
I don't mean
that they have totally separate elements
to them
from existing programs
and resources,
but the programs exist to increase access
and inclusion in those existing spaces.
And I think one of the things important
(03:19):
to think about
is that students in CTP programs,
students with intellectual disabilities
come to college
for much the same reasons as students
coming to college
for any other program or reason.
And that's some of those things
being like continuing
learning and exploring interests
and thinking about jobs and careers
and just what you want to do in life.
And so that's -
those are things
(03:40):
that all students experience in college,
whether they're pursuing a degree
or whether they're there
for a
different kind of learning experience
and focusing more on
learning new things
and meeting new people.
So CTP programs
focus on all of those things,
like the campus experience
and connection
with peers and
exploring what might be next in life.
(04:02):
[Johnny] You know,
I might add a little bit to that.
Erin has mentioned CTP
a couple of times,
and that's comprehensive transition
in post-secondary programs.
And I'm glad she mentioned that
because I think that's part
of what makes these programs unique.
The terminology comprehensive transition
in post-secondary programs
is a little clunky,
but that's because it's in federal law,
and that language is often
a little clunky.
(04:22):
But it's also one of the unique things
about it.
Way back in 2008,
when the Higher Education Act
was last reauthorized,
I think, you know, the United States
Congress deserves
a lot of credit for saying,
hey, if we're going to talk about
higher education
for all Americans,
let's make sure that we're talking
about those who are conspicuously
and significantly
underrepresented in higher education.
(04:43):
So they carved out this opportunity
for colleges and universities
to start the so-called
comprehensive transition
in post-secondary programs.
So these are programs
we're going to talk about our own program
here at UK that Erin
coordinates for us here in a few minutes.
But that means that
that programs like ours
and we have several other across
the state
(05:04):
are also able to go through a process
that the United States
Department of Education reviews
an application
of a college university says, "hey,
we want to start a program like this."
And there's information
that those schools
have to provide to the U.S.
Department of Education.
But then
if they successfully move
through that process, then the U.S.
Department of Education
approves their program.
(05:24):
And that means that those programs
at institutions
of higher
education can now offer
financial aid to students who would have
historically have, one - not been able to
probably attend campus or school like
other students.
But two - may not have had access
to federal financial aid
because maybe they went through
a different type of program
(05:45):
in high school,
didn't get a standard diploma
or any diploma at all.
But that barrier was removed
in the Higher Ed Act back in 2008.
So if you go through this process
and are approved by the U.S.
Department of Education,
campuses and schools like the
University of Kentucky can offer access
to federal
financial aid
for which students may qualify
based on demonstrated need.
But also in Kentucky,
(06:06):
we'll talk about this today
or maybe a little bit later
if you have us back.
You know, students in these programs
also qualify for their Kentucky Education
Excellence Scholarship
Program, our KEES funding,
and also Work Ready
Kentucky scholarship program
and also the college access program.
So there are many barriers
that have been removed
for this population of students
in programs like this.
And I think that just adds to what
(06:27):
helps to make it unique.
[Patti] That's fantastic, Johnny.
And you mentioned
the Reauthorization of 2008.
I know HDI
has been doing this work for a long time.
Can you tell me a little more about that?
[Johnny] Yeah, I'm happy to do that.
We have been privileged.
It's been our privilege here
at the University
of Kentucky Human Development Institute,
I think to be leaders
not only here in Kentucky,
(06:47):
but across the nation
in this work
with a lot of other partners.
But back in 2010,
so I mentioned the reauthorization
of the higher Ed back in 2008,
a couple of years later,
you know,
regulations and other things
kind of catch up to laws
that have been passed.
And that's when the opportunity
to start these programs happened.
And there was a little bit of funding
that went along with that
in that first round back in 2010.
(07:10):
So Kentucky was very fortunate
to receive
some federal
funding between 2010 and 2015 to help
sort of build on some progress
that we were already
making here in Kentucky
because of some commitments
that we had long before this,
but that federal money helped us in those
first five years
to get some programs up and going.
We currently have
(07:30):
two of those that started back
then are still active.
Northern Kentucky University
got started
sort of during that period of time.
The program at Murray State University
did as well.
The program at Bluegrass Community
Technical College
also got started during that time.
There were a couple other schools
that had
had a program and are active now
and maybe we're interested in,
you know, kind of applying back then
(07:50):
but didn't get all the way
through the process.
But at any rate, you know,
we have been doing this
this work for quite a while.
That federal money dried up in 2015.
We did not continue to receive that,
and we did have some other funding
and support from other partners.
But, you know, we've
largely been doing this
without federal funding since then.
But as I mentioned a few minutes
ago, back in 2020,
(08:13):
the Kentucky General Assembly
included this money in the state budget.
And as part of one
of the mandated programs
we have at the University of Kentucky
that not only helps us
do the work we're going to,
we do the UK in our own program
that we'll talk about the few minutes,
but helps us work with current programs
to enhance
those programs for students
with intellectual disabilities
and also work with interested
(08:33):
colleges and universities
that want to establish these types
of programs.
[Patti] That's fantastic.
So Erin,
tell me a little bit
more about the UK College
and Career Studies program. Okay.
[Erin] The College and Career
Studies Program at UK - which is is
new this year
and we've been developing it for that
for a little while - is
(08:55):
one of the ways that a CTP can look.
I know that different colleges
and universities
have different approaches
to how they do
inclusive higher education programs.
So this program at UK is focused
on access and partnership.
And we're we strive to build partnerships
with the community,
with the university
and the community in order to ensure
that students
(09:15):
can access
existing resources,
as I mentioned before.
So in this program CCS
students - or college and career
study students - start off taking classes
that may help them
get used to the college
and campus environment
and to think about their own ways
of interacting with information
and with others.
And we also are having conversations
within our cohort of students
(09:38):
and among peers where people can share
about their strengths and interests
and about what might be helpful
during college
in order to work
toward their career goals
and other life goals.
So it sort of starts out that way.
And then after
the first semester, students
hopefully have a better snapshot
of the college environment
and are feeling more comfortable there.
So then students can make more decisions
(09:58):
about what classes
and work
experience and other activities
they may want to explore.
And this program can be completed in
about four semesters for students
who are averaging six
or seven credit hours per semester.
And in three of those, students
also engage
in some sort of work experience.
That's a big part of the program.
So this may be a volunteer activity
(10:19):
or a work study or internship or
practicum experience,
and it
can happen in a number of ways
depending on the student's schedule.
But the idea is that each
student in the program
will get three semesters to explore
those things,
to get a better idea
of what's involved in certain
jobs or career paths,
and see if it may be something
they want to continue
(10:40):
or pursue in the future.
[Patti] That's fantastic.
I've actually had one of the CTP students
as an intern and practicum student
and you know, her enthusiasm
to have the opportunity
to be in college
and on campus has just been...
I wish that we could bottle that.
Alright,
so tell me,
what do you think
project success looks like?
(11:01):
[Erin] Well, I think another thing that
kind of speaks to
that is another thing that we focus on,
I think projects success
looks like student success.
So that's going to be different
for each student
if we are able
to successfully support students
and the goals
that they're each working toward,
then I think that shows project success.
(11:22):
So one
of the - in
addition to my career -
I know we talk a lot about career
in college
and those things are really important,
but there are other elements too,
just like
there are a lot of other elements
that college students
learn, you know, are involved
in the college experience.
So another thing that we focus on with
our students
is increasing self-advocacy and autonomy.
So that's both on campus
(11:43):
and in life in general.
And some students have said
they wish to become more independent
with certain things.
And that's definitely something
all college students have in common.
Doing more
and more things on their own
and making decisions that reflect that,
making steps toward doing those things.
And so that's important.
I want to make a quick distinction
(12:04):
between independence and autonomy,
because independence
is a really important thing,
and we definitely want to help
people achieve that
as much as they would like.
But as we all know, it's
also true
that many people do need
certain types of support
and may continue to need certain supports
through the lifespan. And that's okay.
So not everything has to be done
completely independently,
(12:24):
but autonomy is more about
making your own decisions
and about your path in life
and being the one at the helm of that and
including which elements you feel
you want to
do independently
and which elements you may want
or need support and doing.
And then the self-advocacy
element is important in
learning how to
how to stand
up for yourself
so that you can make those wishes
(12:46):
known and clear to other people.
So those things are all interconnected
and we all -
they're all things that we talk
about with the students
as they're navigating this program.
[Johnny] Yeah.
And I think that's perfect.
And I'm thinking a little bit
more as you ask the question,
Patti, about success
and what would that look like?
You know,
I started our conversation today
(13:06):
with talking
about the underrepresentation
of this population of students
in higher education.
So I think at least part of what success
looks like also is systemic.
I think we've
focused on the student aspect of success,
which is the most important.
But from a systems perspective,
we want to think about where we are
as a Commonwealth.
You know, across our state.
And and we want to increase options
(13:26):
for students
with intellectual disabilities
to attend programs
like this
and make sure that we're addressing
those access issues and
and giving students
every opportunity to be successful
and that we would have
and continue to have a higher education
system across the Commonwealth
that is that is increasingly more
welcome
to all students,
including students
with intellectual disabilities.
(13:48):
So I think that's also from a systems
perspective kind of what, what
success looks like.
And I
think we're going
to have lots of opportunities
to talk about the growing success
in Kentucky.
These programs
are about the student driven
by the person center plans,
their career interests and goals.
And part of the goal is, is
(14:08):
as it would be for any student
in a program
like a university program,
and that is to better prepare for what
a career looks like.
And for students
with intellectual disabilities
to better prepare for competitive,
integrated employment
and independent living.
So you can see the connections
to our broader issues
of workforce in Kentucky
are broader
issues and concerns
around economic development in Kentucky
(14:29):
and how these students are just like
any other
Kentuckian,
will contribute significantly
to that as we move forward.
And also a little bit of a teaser,
I think you're going to hear
about more programs
like this in Kentucky.
I mentioned that we have four
that are active with ours
here at the University of Kentucky
being the most recent one.
But without saying more
(14:49):
than I'm able to say right now,
I think in the coming months
you're going to hear about more programs.
So
ask us questions if you have them.
And let's just continue
to work
together to increase the options
and access
and opportunity for success for students.
[Patti] Well, that's
something that we're
certainly going to be watching for.
And I thank you
both for joining us today.
In the episode notes are links
(15:10):
to find out more about this project
and also for Think College,
which provides support nationally
to support inclusive higher education.
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