Board 355: Project Update: Academic Success of STEM College Students with ADHD and the Role of Classroom Teaching Practices

Laura Carroll; Cynthia J. Finelli; Nolgie O. Oquendo-Colón; Xiaping Li

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Conference: 2024 ASEE Annual Conference & Exposition
Location: Portland, Oregon
Publication Date: June 23, 2024
Start Date: June 23, 2024
End Date: June 26, 2024
Conference Session: NSF Grantees Poster Session
Tagged Topics: Diversity and NSF Grantees Poster Session
Page Count: 13
DOI: 10.18260/1-2--46938
Permanent URL: https://peer.asee.org/46938
Download Count: 63

Paper Authors

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Nolgie O. Oquendo-Colón University of Michigan orcid.org/0000-0003-2369-6103

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Nolgie O. Oquendo-Colon is an Engineering Education Research PhD student at the University of Michigan. He holds a MS and BS in Industrial Engineering from the University of Puerto Rico at Mayaguez.

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Xiaping Li University of Michigan orcid.org/0000-0002-2620-1690

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Xiaping Li is a Ph.D. candidate in Engineering Education Research at the University of Michigan. Her research interests encompass faculty development and change, neurodiverse college student learning experiences and outcomes, international students in engineering, and cognitive sciences. She holds a B.S. in Hydrology and Water Resources Engineering and an M.S. in Geological Sciences.

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Laura Carroll University of Michigan

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Laura Carroll is a Ph.D. candidate in Engineering Education Research at the University of Michigan. Laura's research interests are focused on academic success of neurodiverse STEM students, faculty development, and instructional change.

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Cynthia J. Finelli University of Michigan orcid.org/0000-0001-9148-1492

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Dr. Cynthia Finelli is Professor of Electrical Engineering and Computer Science, Professor of Education, and Director and Graduate Chair of the Engineering Education Research Program at University of Michigan (U-M). Dr. Finelli is a fellow in the American

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Abstract

This project aims to gain insight into the academic success of science, technology, engineering, and math (STEM) college students with attention deficit and hyperactivity disorder (ADHD), many of whom have learning strengths and challenges that are often unrecognized. These students make up a growing factor of neurodiverse college students; however, in spite of their growing presence, little is known about their college experiences and academic success. This explanatory mixed-methods project, guided by the social model of disability, will contribute to the literature by conducting three sequential studies. Study 1 is a quantitative analysis investigating the relationships between pre-college factors, college experiences (i.e., academic adjustment, faculty interaction, and sense of belonging), and academic success of college students with ADHD. Study 2 is a scoping literature review of the college experiences of these students, and Study 3 is a qualitative, interview-driven investigation centered on the role of classroom teaching practices as a precursor to academic success. The overarching goals of our project are to: ascertain college factors and teaching practices that directly impact the academic success of STEM college students with ADHD; understand the role of classroom teaching practices on the academic success of these students; and disseminate actionable recommendations to higher education instructors and administrators. This paper provides an update on the three studies, sharing the findings of Study 1 and describing plans for Studies 2 and 3. We will present the findings of Study 1, showing that students’ academic adjustment is partially mediated the relationship between an ADHD diagnosis and lower first-year students and that students’ interaction with faculty and their sense of belonging in college are positively associated with their first-year grades. Then we will describe Study 2, a scoping literature review that answers the following research questions: (1) What is known about the college experience (academic adjustment, classroom experiences, sense of belonging) of students with ADHD? (2) What are the gaps and opportunities in the literature about the college experience of students with ADHD? and (3) What approaches are being used to understand the college experience of students with ADHD? Finally, we will describe the design and methodological processes for conducting focus groups and interviews (i.e., protocols, data collection, participants, etc.) for Study 3.

Citation
Format

Oquendo-Colón, N. O., & Li, X., & Carroll, L., & Finelli, C. J. (2024, June), Board 355: Project Update: Academic Success of STEM College Students with ADHD and the Role of Classroom Teaching Practices Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. 10.18260/1-2--46938

TY  - CPAPER
AB  - This project aims to gain insight into the academic success of science, technology, engineering, and math (STEM) college students with attention deficit and hyperactivity disorder (ADHD), many of whom have learning strengths and challenges that are often unrecognized. These students make up a growing factor of neurodiverse college students; however, in spite of their growing presence, little is known about their college experiences and academic success. This explanatory mixed-methods project, guided by the social model of disability, will contribute to the literature by conducting three sequential studies. Study 1 is a quantitative analysis investigating the relationships between pre-college factors, college experiences (i.e., academic adjustment, faculty interaction, and sense of belonging), and academic success of college students with ADHD. Study 2 is a scoping literature review of the college experiences of these students, and Study 3 is a qualitative, interview-driven investigation centered on the role of classroom teaching practices as a precursor to academic success. The overarching goals of our project are to: ascertain college factors and teaching practices that directly impact the academic success of STEM college students with ADHD; understand the role of classroom teaching practices on the academic success of these students; and disseminate actionable recommendations to higher education instructors and administrators. 
This paper provides an update on the three studies, sharing the findings of Study 1 and describing plans for Studies 2 and 3. We will present the findings of Study 1, showing that students’ academic adjustment is partially mediated the relationship between an ADHD diagnosis and lower first-year students and that students’ interaction with faculty and their sense of belonging in college are positively associated with their first-year grades. Then we will describe  Study 2, a scoping literature review that answers the following research questions: (1) What is known about the college experience (academic adjustment, classroom experiences, sense of belonging) of students with ADHD? (2) What are the gaps and opportunities in the literature about the college experience of students with ADHD? and (3) What approaches are being used to understand the college experience of students with ADHD?  Finally, we will describe the design and methodological processes for conducting focus groups and interviews (i.e., protocols, data collection, participants, etc.) for Study 3. 

AU  - Nolgie O. Oquendo-Colón
AU  - Xiaping Li
AU  - Laura Carroll
AU  - Cynthia J. Finelli
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Board 355: Project Update: Academic Success of STEM College Students with ADHD and the Role of Classroom Teaching Practices
UR  - https://peer.asee.org/46938
DO  - 10.18260/1-2--46938
ER  -