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对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。患有多动症的学生占美国大学生的10%。与没有ADHD的同龄人相比，患有ADHD的大学生的成绩更低，毕业的可能性也更小。然而，对于如何提高这一不断增长、服务不足的人口的学业成就，人们知之甚少。该项目将研究患有ADHD的STEM大学生的学业成就，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大学生的学习成绩之间的关系。因此，该项目将描述STEM课堂环境对ADHD学生的影响。这些信息反过来有望为课堂教学实践提供可操作的信息，从而更好地支持这一不断增长、研究不足的STEM大学生群体的学业成功。该项目旨在通过调查患有和不患有ADHD的STEM大学生的大学前因素、课堂教学实践和学业成功之间的关系，并通过确定可能改善大学经历的循证教学实践，来填补围绕ADHD大学生的研究空白。该项目包括三所不同组织背景的大学，旨在解决以下四个研究问题：1.与非ADHD大学生相比，哪些因素与ADHD大学生的学业成功有关？2.与非ADHD大学生相比，哪些教学实践与STEM大学生的学业成功有关？3.教学实践如何在ADHD大学生与非ADHD大学生的大学前因素与学业成功之间起到中介作用？问题4.与非ADHD大学生相比，有ADHD的STEM大学生的组织背景如何影响大学前因素、教学实践和学业成功之间的关系？研究1将通过使用来自大约20,000名STEM一年级学生(包括大约750名ADHD患者)的次要数据，应用多项逻辑回归模型来解决研究问题1和2。研究2将通过一项学生调查(约2,500名学生的回复，其中包括约100名ADHD患者)和对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，本项目应该为改善患有ADHD的STEM大学生的大学体验的教学实践提供经验证据。该项目将提高对患有ADHD的STEM学生的认识，并通过会议演示、期刊出版物和专业发展研讨会传播项目成果，从而提高对整合包容性教学实践的战略的认识。预期的长期贡献包括改善STEM教育，吸引更多患有ADHD的学生到STEM学习，以及增加未来STEM劳动力的多样性。NSF IUSE：EHR计划支持研究和开发项目，以提高所有学生的STEM教育的有效性。通过参与的学生学习路径，该计划支持有前景的实践和工具的创建、探索和实施。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势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.