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Abstract Title: ADH… Disorder?
Abstract Type: Contributed Poster Presentation
Abstract: The prevalence of ADHD has increased drastically in the last two decades thanks to greater mental health awareness and access to mental health care. As such, the number of students with ADHD entering colleges and universities is also increasing yet scholarship around effective pedagogical methods that cater to this population's strengths is severely lacking and remains largely deficit focused. After struggling to find published work on the experiences of adult physics students with Attention Deficit Hyperactivity Disorder (ADHD), we set out to see what we could find. We started to see a pattern as physicists and academics with ADHD, didn't find surprising: that active learning environments such as the Learning Assistant Program cater to ADHD students' strengths due to their flexibility and adaptability to unique ways of thinking and processing information. Our phenomenological, autoethnographic approach examines the experiences of three physics majors at a university that utilizes the LA model and how their success has been promoted by the pedagogical and cultural changes in the department. Where the active, cooperative learning style of the LA program intersects with a department culture that considers what a person brings to the table, beyond traditional measures of academic performance, physics students with ADHD are finding superpowers instead of a disorder.
Session Time: Virtual Poster Session
Poster Number: V-1
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Eleanor Close
Texas State University
San Marcos, TX 78666
Phone: 5122458664
and Co-Presenter(s)
Kaleigh Salty, Texas State University (first author)
Chuo E. Asteria, Texas State University