2023 Collaborative Network for Computing and Engineering Diversity (CoNECD)

The College Experiences of Undergraduate Students with ADHD: A Scoping Literature Review

Presented at Session 3 - Track 3: The College Experiences of Undergraduate Students with ADHD: A Scoping Literature Review N.O. Oquendo-Colón

There is a growing number of college students with Attention Deficit and Hyperactivity Disorder (ADHD). As little is known in the literature about the college experiences of students with ADHD, less is known about Science, Technology, Engineering, and Math (STEM) students’ experiences. In order to create an inclusive college environment for all students, we need to develop an understanding of the college experiences of students with ADHD. Specifically, it is important to consider the classroom, curricular, and out-of-class factors and the institutional practices that hinder or support their academic success (i.e., academic achievement, persistence, and creativity). Our college students’ experiences framework is based on Terenzini and Reason’s college impact model, which includes pre-college characteristics and experiences, the organizational context, the college experience, and students’ educational outcomes (i.e., academic success). The overarching goal of this work is to understand and explore the college experiences of STEM students with ADHD, however, in order to provide a complete analysis of these students' experiences, it is important first to assess, explore, and understand this population as a whole, and then investigate the STEM population. Thus, this work-in-progress paper will present the initial phases of a scoping literature review being conducted to examine the college experiences of undergraduate students with ADHD. We will describe a conceptual model we use to define search terms for our review, summarize our inclusion and exclusion criteria, and present initial findings.

Authors

Nolgie O. Oquendo-Colón http://orcid.org/0000-0003-2369-6103 University of Michigan [biography]

Nolgie Oquendo-Colón is an Engineering Education Research Ph.D. student at the University of Michigan. He holds a master's and a bachelor's degree in Industrial Engineering from the University of Puerto Rico at Mayaguez. Research interests include Diversity and Inclusion, neurodivergent students and engineering cognition.
Dr. Cynthia J. Finelli http://orcid.org/0000-0001-9148-1492 University of Michigan [biography]

Dr. Cynthia J. Finelli is the David J. Munson, Jr. Professor of Engineering, a professor of Electrical Engineering and Computer Science, a professor of Education, and and Director and Graduate Chair of Engineering Education Research at University of Michigan In her research she focuses on increasing faculty adoption of evidence-based instruction, identifying ways to better support students with neurodiversities, and promoting students'’ sense of social responsibility through engineering coursework.

Professor Finelli is a fellow of both the Institute for Electrical and Electronics Engineers (IEEE) and the American Society of Engineering Education (ASEE). She previously served as deputy editor for the Journal of Engineering Education, associate editor for the European Journal of Engineering Education, and associate editor for IEEE Transactions on Education. She founded the Center for Research on Learning and Teaching in Engineering at University of Michigan in 2003 and served as its Director for 12 years.
Laura Carroll University of Michigan [biography]

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.

Download paper (6.4 MB)

Are you a researcher? Would you like to cite this paper? Visit the ASEE document repository at peer.asee.org for more tools and easy citations.

» Download paper

« View session

For those interested in:

Broadening Participation in Engineering and Engineering Technology
disability
undergraduate