M.A. Higher Education
Educational Services and Leadership
College of Education
Stephanie Lezotte, Ph.D.
Committee Member 1
Andrew Tinnin, Ed.D.
Committee Member 2
Tyrone McCombs, Ph.D.
neurodivergent students, neurodiversity
Neurodiversity; College students; College teachers
The purpose of this study was to use quantitative research methods to better understand the knowledge and attitudes that full-time instructors of undergraduate students at Rowan University have regarding the concept of neurodiversity and neurodivergent students. The sample consisted of 97 full-time instructors of undergraduate students at Rowan University. Participants completed an online survey about their knowledge and feelings regarding the concept of neurodiversity, participation in neurodiversity-related professional development, knowledge and attitudes regarding neurodivergent students and accommodations, and knowledge of support resources on campus. Overall, the findings showed that full-time instructors of undergraduate students at Rowan University have high levels of knowledge and positive attitudes regarding the concept of neurodiversity and neurodivergent students. However, instructors are somewhat less certain about how to locate campus resources for neurodivergent students. Additionally, less than half of instructors reported receiving adequate support from their department, program, or unit in working with or supporting neurodivergent students. Further recommendations for research include conducting a similar study of instructors using qualitative research methods; studying the knowledge and attitudes of adjunct, graduate, and/or medical school instructors regarding neurodiversity and neurodivergent students; and studying the experiences of neurodivergent students, faculty, and staff.
Powell, Serena, "ROWAN UNIVERSITY FULL-TIME INSTRUCTORS’ KNOWLEDGE AND ATTITUDES REGARDING NEURODIVERSITY AND NEURODIVERGENT UNDERGRADUATE STUDENTS" (2023). Theses and Dissertations. 3092.