Capacity Building for STEM Faculty and Leaders: Supporting University Students with ADHD in Earning Stem Degrees

Autor/in	Powell, Amy M.
Titel	Capacity Building for STEM Faculty and Leaders: Supporting University Students with ADHD in Earning Stem Degrees
Quelle	(2015), (137 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Hochschulschrift; Dissertation; Attention Deficit Hyperactivity Disorder; STEM Education; Multiple Intelligences; College Faculty; Teacher Attitudes; Instructional Leadership; Science Teachers; Mathematics Teachers; Private Colleges; Capacity Building; Student Needs; Undergraduate Students; Transformational Leadership; Technology Integration; Teaching Methods; Computer Software; Management Systems; Video Technology; Learner Engagement; Students with Disabilities; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; STEM; Intelligenz (Psy); Fakultät; Lehrerverhalten; Instruction; Leadership; Bildung; Erziehung; Führung; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Privathochschule; Teaching method; Lehrmethode; Unterrichtsmethode; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	In this study, the author examined the instructional and leadership practices of STEM faculty and leaders at a private university on the West Coast. The author seeks to (a) explore the building of university's capacity to support students with ADHD in STEM disciplines, (b) analyze promising leadership and instructional practices to support university students with ADHD, and (c) assess whether STEM faculty were inspired to meet the needs of university students with ADHD. The study used a mixed methods approach: data collection involved the distribution of 247 surveys to the university's STEM faculty and leaders, as well as interviews with five STEM faculty and two STEM leaders. The data was analyzed through the lens of the Transformational Leadership and Multiple Intelligences Theories. The findings indicated that slightly over half of the STEM faculty reported daily integration of technology into their instruction. STEM faculty reported using a variety of technology for instructional purposes during their lessons: Matlab, Kaliedagraph, Blackboard, capture room digital video recording equipment, clips of videos, Power Point, Microsoft Excel, and Microsoft Word. Approximately, 47% of the STEM faculty rated their students as being very engaged, and 53% reported that their students were somewhat engaged in their labs. Despite students with ADHD comprising approximately 25% of the number of students with disabilities on university campuses, the university did not offer any professional development opportunities such as training, seminars, or discussions on ADHD. This study apprised STEM faculty and leaders of their strengths and areas for growth in supporting university students with ADHD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01