Hain, A., & Esmaili Zaghi,, A., & Grey, A. T. (2023, June), Board 431: Why Research Involvement Makes an Engaging Learning Experience for Neurodiverse Students  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43176

\bibitem{asee_peer_43176}
  Hain, A., \& Esmaili Zaghi,, A., \& Grey, A. T. (2023, June), \emph{Board 431: Why Research Involvement Makes an Engaging Learning Experience for Neurodiverse Students}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43176

Alexandra Hain, Arash Esmaili Zaghi, P.E., and Alexander T. Grey.  "Board 431: Why Research Involvement Makes an Engaging Learning Experience for Neurodiverse Students".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43176 Internet.  28 Apr, 2024

\bibitem{asee_peer_43176}
  Alexandra Hain, Arash Esmaili Zaghi, P.E., and Alexander T. Grey.
  "Board 431: Why Research Involvement Makes an Engaging Learning Experience for Neurodiverse Students".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43176 Internet.  28 Apr, 2024

@INPROCEEDINGS{asee_peer_43176
author = "Alexandra Hain, Arash Esmaili Zaghi, P.E., and Alexander T. Grey"
title = "Board 431: Why Research Involvement Makes an Engaging Learning Experience for Neurodiverse Students"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43176}
number = {10.18260/1-2--43176}
}

TY  - CPAPER
AB  - This presentation combines the findings of two closely-related REU programs, one which ran from 2015-2019 and was specifically for engineering students with ADHD, and a second program, running from 2022-present, open to neurodiverse engineering students (specifically targeting ADHD, dyslexia and/or anxiety). Both sites were funded through the NSF Division Of Engineering Education and Centers (NSF EEC). These programs are inspired by research which links the above neurodiversities to increased creativity and innovation, as well as the ability to visualize complex systems. Both REU programs are inspired by the strengths-based approach to neurodiversity. This model builds an environment which plays to a neurodiverse student’s strengths, rather than mitigating their challenges. 
	This presentation will provide an overview of the sites and present three datasets: 1) the impact of the programs on the participants’ confidence as engineering students, 2) how the programs impacted the participants’ views of their neurodiversity, and 3) the profound affect exposure to academic research has on these non-traditional learners to understand engineering topics and expand their knowledge base. Consistently, these neurodiverse students reported gaining a deeper mastery of their subject matters after research, and at a significantly faster rate, than they could attain in the classroom. 
	Our findings provide evidence of a pressing need for a paradigm shift within engineering education to not only accommodate neurodiverse students, but to help them realize their full potential. Doing so not only benefits the student, but allows society to benefit from their unique, non-conventional thinking and innovative ideas, which can push research forward at a faster pace. It is anticipated that sharing this data may lead to a shift within engineering education from a deficit- to strength-based view of neurodiversity. We hope to inspire others to develop similar programs that highlight the mutually-beneficial nature of the ecosystem we have developed through 10 weeks of summer research. 

AU  - Alexandra Hain
AU  - Arash Esmaili Zaghi, P.E.
AU  - Alexander T. Grey
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Board 431: Why Research Involvement Makes an Engaging Learning Experience for Neurodiverse Students
UR  - https://peer.asee.org/43176
DO  - 10.18260/1-2--43176
ER  -