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Conference Session
Equity, Culture & Social Justice in Education Division (EQUITY) Technical Session 6
Collection
2023 ASEE Annual Conference & Exposition
Authors
Meaghan Pearson, University of Michigan; Prateek Shekhar, New Jersey Institute of Technology; Jacqueline Handley, University of Michigan; Joi-Lynn Mondisa, University of Michigan
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
capitalize the commercial viability of academic research innovations [5]. This newfoundentrepreneurial interest was assisted by governmental legislation like the 1980 Bayh-Dole Act,which expanded opportunities for higher education institutions to transform federally fundedresearch into marketplace products [4]. Shortly after the implementation of the Bayh-Dole Act,higher education institutions started developing EEPs to provide opportunities for individuals togain knowledge and expertise on entrepreneurial mindsets and behaviors [15].The development of STEM EEPs in the United States coincided with external pressures from thenation [16]–[18]. Following the space race during the Cold War, the United States was investedin upholding its’ global image of
Conference Session
Equity, Culture & Social Justice Technical Session
Collection
2023 ASEE Annual Conference & Exposition
Authors
Erin Scanlon, University of Connecticut; Connie Syharat, University of Connecticut; Arash Esmaili Zaghi, P.E., University of Connecticut; Maria Chrysochoou, University of Connecticut; Rachael Gabriel, University of Connecticut
Tagged Topics
Diversity
Tagged Divisions
Culture & Social Justice in Education Division (EQUITY), Equity
support)neurodivergent students in their courses.B. Instructors’ Mindset Toward NeurodiversityMultiple studies have investigated instructors’ views about and their preparedness to teachstudents who vary in terms of their needs, abilities, and interests. These studies show that facultylack awareness of the legal requirements related to accommodations [13]-[15], lack knowledgeof inclusive pedagogies [16], and that they want more training related to accessibility [17].STEM faculty have also been shown to be less amenable to the use of accommodations in theircourses and to hold more negative beliefs than their counterparts in other academic disciplines[18]-[20]. According to Svyantek [21], “While two and a half decades have passed with the[Americans