Date Approved

7-20-2026

Embargo Period

7-20-2026

Document Type

Dissertation

Degree Name

Ed.D. Educational Leadership

Department

Educational Leadership, Administration & Research

College

College of Education

Advisor

Ane Turner-Johnson, Ph.D.

Committee Member 1

Kara Ieva, Ph.D.

Committee Member 2

Magdalena Martinez, Ph.D.

Keywords

collaborative action research;disability inclusion;experiential learning;higher education;service animals;service-animal access

Disciplines

Education | Higher Education

Abstract

Experiential learning is essential for degree completion, licensure, and professional preparation, although access to service animals in practical contexts is often ambiguous and inconsistently implemented. This study examined the disconnect between legal access protections and institutional practices in real-time access decisions driven by safety, program integrity, accrediting standards, and decentralized decision-making. The purpose of this qualitative Collaborative Action Research (CAR) study was to examine Rowan University’s understanding, interpretation, and implementation of service animal regulations and procedures and to suggest alternatives for legal and equitable access. The study was based on the social model of disability and used four CAR cycles. Data sources included survey responses (N= 110), focus groups (n= 19), institutional policy documents, meetings with the Disability Student Union, and analytic memos. Findings demonstrated a lack of integrated policy literacy, unclear decision-making power, risk-based thinking, confusion between service and therapy animals, and informal practices that pushed implementation responsibilities to students with disabilities. The study offers practical ideas for balancing legal compliance, student access, safety, program integrity, and institutional responsibility.

Download

Share

COinS