| 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. |
