Realizing the Possibilities of Notetaking Software for Academic Support: An Intervention for Academic Coaches
Date of Award
Master of Science (MS)
Higher Education Policy and Student Affairs
Matthew Kruger-Ross, Ph.D.
Jacqueline S. Hodes, Ed.D.
College students with attention deficit hyperactivity disorder (ADHD) are a sizeable group whose qualitative experience with use of digital tools or assistive technology is not yet fully understood. This cohort of students may not know of the potential applicability of digital tool use to extend and enhance their learning. Part of why students with ADHD may not know about digital tools or assistive technology and its relevance for their learning may be due to that fact that many campus disability services programs position themselves primarily toward compliance with applicable laws. Campus disability services programs can benefit from moving beyond both a “rehabilitative” conception of disability and limited consideration of commonplace assistive technologies. Conceptualizing “disability” through a lens of bodily lived experience coupled with a recognition for how digital tools can benefit college students with ADHD as extensions and enhancements to learning is warranted. This critical action research proposal calls for an intervention for academic coaches with the aim of realizing the possibilities of notetaking software as an academic support for college students with ADHD. To reach this end, collaborations among campus disability services programs, offices of information technology, faculty and student affairs practitioners will be necessary so college students with ADHD can gain awareness and exposure to the use of digital tools and assistive technology.
Cortopassi, Paul B., "Realizing the Possibilities of Notetaking Software for Academic Support: An Intervention for Academic Coaches" (2020). West Chester University Master’s Theses. 180.