ArticleCBE life sciences education2023
What I Wish My Instructor Knew: How Active Learning Influences the Classroom Experiences and Self-Advocacy of STEM Majors with ADHD and Specific Learning Disabilities.
Article in CBE life sciences education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 16 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
16 citing papers in PubMed, 41 citations in OpenAlex.
- Investigating Undergraduate Student Perceptions of Classroom Inclusion-Emergence of the Student Perceptions of Instructor Practices-Inclusion/Exclusion (SPIP-I/E) Framework.CBE life sciences education · 2026Article
- Beyond disability: how being twice-marginalized shapes the experiences of STEM undergraduates with disabilities.Journal of microbiology & biology education · 2026Article
- Environmental load in biology classrooms: attention, technology, and cognitive access in science education.Journal of microbiology & biology education · 2026Article
- Equitable Group Work in Undergraduate Biology Courses: Leveraging a Complex Instruction Framework to Identify Pedagogical Strategies.CBE life sciences education · 2026Article
- "Am I Teaching into the Void?" Instructor Perceptions of Active Learning in Online Biology Courses.Integrative organismal biology (Oxford, England) · 2026Article
- Alone and Together: Exploring the Relationship Between Individual and Social Metacognition in College Biology Students During Problem Solving.CBE life sciences education · 2025Article
- Exploring the mediating role of social support and learning engagement in the relationship between physical activity and academic achievement in secondary school students.Frontiers in psychology · 2025Article
- Opportunities for guiding development: insights from first-year life science majors' use of metacognition.Journal of microbiology & biology education · 2024Article
- A Model for Emotional Intelligence in Biology Education Research.CBE life sciences education · 2024Article
- Empowering Disabled Voices: A Practical Guide for Methodological Shifts in Biology Education Research.CBE life sciences education · 2024Article
- Confronting the Legacy of Eugenics and Ableism: Towards Anti-Ableist Bioscience Education.CBE life sciences education · 2024Article
- Mind the Gap: Investigating Disaggregated Student Performance in an Upper-Division Biochemistry Course Following Team-Based Learning.CBE life sciences education · 2024Article
- Models of Disability as Research Frameworks in Biology Education Research.CBE life sciences education · 2024Article
- Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature.CBE life sciences education · 2024Review
- Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?CBE life sciences education · 2024Article
- A comparative case study of the accommodation of students with disabilities in online and in-person degree programs.PloS one · 2023Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Our understanding of how active learning affects different groups of students is still developing. One group often overlooked in higher education research is students with disabilities. Two of the most commonly occurring disabilities on college campuses are attention-deficit/hyperactivity disorder (ADHD) and specific learning disorders (SLD). We investigated how the incorporation of active-learning practices influences the learning and self-advocacy experiences of students with ADHD and/or SLD (ADHD/SLD) in undergraduate science, technology, engineering, and mathematics (STEM) courses. Semistructured interviews were conducted with 25 STEM majors with ADHD/SLD registered with a campus disability resource center at a single university, and data were analyzed using qualitative methods. Participants described how they perceived active learning in their STEM courses to support or hinder their learning and how active learning affected their self-advocacy. Many of the active-learning barriers could be attributed to issues related to fidelity of implementation of a particular active-learning strategy and limited awareness of universal design for learning. Active learning was also reported to influence self-advocacy for some participants, and examples of self-advocacy in active-learning STEM courses were identified. Defining the supports and barriers perceived by students with ADHD/SLD is a crucial first step in developing more-inclusive active-learning STEM courses. Suggestions for research and teaching are provided.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.