Speaking up in STEM: Investigating the Self-advocacy and Classroom Experiences of Undergraduates with ADHD and Specific Learning Disorders

Dr. Julie Dangremond Stanton
Associate Professor of Cellular Biology
University of Georgia

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Abstract

When students with disabilities transition to college, they become solely responsible for accessing and using their accommodations for the first time, which requires self-advocacy. Although self-advocacy is considered an essential skill for the success of students with disabilities in college, we are still learning about how students practice self-efficacy and how faculty and staff can encourage students to self advocate. In this talk, Dr. Stanton will explore the answers to the three key questions below and will share insight on how to support the success of students with learning disabilities in STEM:   What does self-advocacy look like for STEM undergraduates with learning disabilities?  What factors influence self-advocacy in STEM? How does active learning in STEM courses affect students' perceptions of learning and self-advocacy? 

All are welcome. 

About the speaker

Dr. Julie Dangremond Stanton is an Associate Professor of Cellular Biology at the University of Georgia. Although she was trained as a cell biologist, Stanton’s passion for helping students learn led her to pursue education research as a faculty member. In her primary research area, she investigates the metacognitive development of undergraduate life science students. In addition, Dr. Stanton studies the self-advocacy experiences of students with learning disabilities and ADHD in STEM with Dr. Mariel Pfeifer (University of Mississippi) and the strengths and assets of Black science majors with Dr. Darris Means (University of Pittsburgh). She is the PI of two NSF grants for biology education research, including a CAREER award to study metacognition. Through her teaching and research, Dr. Stanton is dedicated to helping undergraduates learn and persist in life science majors.