Academic Success of STEM College Students with Attention Deficit Hyperactivity Disorder and the Role of Classroom Teaching Practices

该项目旨在通过改善患有注意力缺陷多动障碍（ADHD）的大学生的STEM教学实践来服务于国家利益。患有ADHD的学生占美国大学生的10%。 与没有ADHD的同龄人相比，患有ADHD的大学生成绩较低，毕业的可能性也较小。 然而，很少有人知道如何提高这一不断增长的，服务不足的人口的学术成功。 该项目将研究患有ADHD的STEM大学生的学业成功，如成绩和坚持性。通过统计建模和学生访谈，该项目计划确定学生特征，大学课堂体验和患有ADHD的STEM大学生的学业成绩之间的关系。因此，该项目将描述STEM课堂环境对ADHD学生的影响。 这些信息，反过来，预计将提供可操作的信息，为课堂教学实践，更好地支持这一不断增长的，未充分研究的STEM大学生群体的学业成功。该项目旨在填补一个研究空白周围的大学生与ADHD通过调查之间的关系学前教育因素，课堂教学实践，和STEM大学生与非ADHD的学业成功，并通过确定以证据为基础的教学实践，可以改善大学的经验。该项目包括三所具有不同组织背景的大学，并试图解决以下四个研究问题：1。与那些没有ADHD的学生相比，哪些学前教育因素与患有ADHD的STEM大学生的学术成功相关？ 2.与没有ADHD的学生相比，哪些教学实践与患有ADHD的STEM大学生的学术成功相关？3.与没有ADHD的学生相比，教学实践如何调解前殖民因素与ADHD大学生的学术成功之间的关系？ Q4.组织环境如何影响前大学因素之间的关系，教学实践，与那些没有ADHD的STEM大学生相比，ADHD的学术成功？ 研究1将通过应用多项逻辑回归模型来解决研究问题1和2，该模型使用来自大约20，000名一年级STEM学生的二级数据，其中包括大约750名ADHD患者。研究2将使用学生调查（来自大约2，500名学生的回复，包括大约100名ADHD学生）和30名患有ADHD的STEM大学生的深入访谈来解决研究问题2，3和4。最终，这个项目应该提供有关教学实践的经验证据，可以改善患有ADHD的STEM大学生的大学经历。该项目将通过会议演讲、期刊出版物和专业发展研讨会传播项目成果，提高对患有ADHD的STEM学生的认识，并制定整合包容性教学实践的战略。预期的长期贡献包括改善STEM教育，吸引更多患有ADHD的学生加入STEM，并增加未来STEM劳动力的多样性。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生STEM教育的有效性。该奖项反映了NSF的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。

This project aims to serve the national interest by improving STEM teaching practices for college students with attention deficit hyperactivity disorder (ADHD). Students with ADHD comprise as many as 10% of U.S. college students. College students with ADHD earn lower grades and may be less likely to graduate when compared to their peers without ADHD. However, little is known about how to increase the academic success of this growing, underserved population. This project will study the academic success, such as grades and persistence) of STEM college students with ADHD. Through statistical modeling and student interviews, the project plans to determine the relationship between student characteristics, the college classroom experience, and academic outcomes of STEM college students with ADHD. As a result, the project will describe the influence of the STEM classroom environment on students with ADHD. This information, in turn, is expected to provide actionable information for classroom teaching practices that better support the academic success of this growing, understudied population of STEM college students.This project aims to fill a research gap surrounding college students with ADHD by investigating relationships between precollege factors, classroom teaching practices, and academic success of STEM college students with and without ADHD, and by identifying evidence-based teaching practices that may improve the college experience. The project includes three universities having different organizational contexts, and it seeks to address the following four research questions: 1. What precollege factors are associated with academic success of STEM college students with ADHD compared to those without ADHD? 2. What teaching practices are associated with academic success of STEM college students with ADHD compared to those without ADHD? 3. How do teaching practices mediate the relationship between precollege factors and academic success of STEM college students with ADHD compared to those without ADHD? Q4. How does organizational context influence the relationships between precollege factors, teaching practices, and academic success of STEM college students with ADHD compared to those without ADHD? Study 1 will address research questions 1 and 2 by applying multinomial logistic regression models using secondary data from approximately 20,000 first-year STEM students, including approximately 750 with ADHD. Study 2 will address research questions 2, 3, and 4 using a student survey (with responses from approximately 2,500 students, including approximately 100 with ADHD) and in-depth interviews of 30 STEM college students with ADHD. Ultimately, this project should provide empirical evidence about teaching practices that can improve the college experience for STEM college students with ADHD. The project will increase awareness of STEM students with ADHD and strategies to integrate inclusive teaching practices by disseminating project findings through conference presentations, journal publications, and professional development workshops. Expected long-term contributions include improving STEM education, attracting more students with ADHD to STEM, and increasing the diversity of the future STEM workforce. The NSF IUSE: EHR Program supports research and development projects to improve the effectiveness of STEM education for all students. Through the Engaged Student Learning track, the program supports the creation, exploration, and implementation of promising practices and tools.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.