Harnessing the Strengths of Neurodiverse Students in Graduate STEM Fields: The Central Role of Advisor-Advisee Communication
- Conference
- Location
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Portland, Oregon
- Publication Date
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June 23, 2024
- Start Date
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June 23, 2024
- End Date
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July 12, 2024
- Conference Session
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Graduate Studies Division (GSD) Technical Session 3: Advising in Graduate Education
- Tagged Division
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Graduate Studies Division (GSD)
- Tagged Topic
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Diversity
- Permanent URL
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https://strategy.asee.org/47523
Paper Authors
Connie Syharat
University of Connecticut
orcid.org/0000-0002-7913-863X
Connie Syharat is a Ph.D. student and Research Assistant at the University of Connecticut as a part of two neurodiversity-centered NSF-funded projects, Revolutionizing Engineering Departments (NSF:RED) "Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation" and Innovations in Graduate Education (NSF:IGE) “Encouraging the Participation of Neurodiverse Students in STEM Graduate Programs to Radically Enhance the Creativity of the Professional Workforce". As a graduate researcher, she is conducting qualitative research related to the experiences of neurodiverse graduate students in STEM fields. Previously, she spent eight years as a K-12 teacher in Connecticut, where she maintained a focus on providing a varied learning environment and differentiated instruction for all types of learners. She is currently pursuing a doctoral degree in Engineering Education in UConn's College of Engineering.
Alexandra Hain University of Connecticut
Alexandra Hain is an Assistant Research Professor at the University of Connecticut in structural engineering. She received her PhD in Structural Engineering in 2019 from the University of Connecticut. She has an interest in engineering education and serv
Arash Esmaili Zaghi
University of Connecticut
orcid.org/0000-0003-2246-2911
Arash E. Zaghi is a Professor in the Department of Civil and Environmental Engineering at the University of Connecticut. In 2009, he received his PhD in Civil Engineering from the University of Nevada, Reno. After he was diagnosed with attention deficit hyperactivity disorder (ADHD) at age 33, he began engineering education research aimed at highlighting the importance of neurodiversity for the creativity of our nation’s engineering workforce by promoting a fundamentally strength-based perspective toward diversity. He started his engineering education research endeavor through an NSF RIGEE grant in 2014. The promising findings of this research and the encouraging feedback of the student community motivated him to pursue this line of research in his NSF CAREER award in 2017. Since then, he has built a coalition within the university to expand this work through multiple NSF-funded research grants including IUSE/PFE: RED titled “Innovation Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation”. Because of the importance of neurodiversity at all levels of education, he expanded his work to graduate STEM education through an NSF IGE grant. In addition, he recently received his Mid-CAREER award through which, in a radically novel approach, he will take on ambitious, transdisciplinary research integrating artificial intelligence, neuroscience, and education research to advance a personalized tool to enhance the participation of middle-school students with dyslexia in STEM disciplines. His efforts on promoting neurodiversity in engineering has been twice recognized by Prism Magazine of the American Society of Engineering Education.
Abstract
Neurodiverse students, encompassing students with ADHD, autism, dyslexia, and other neurological variations, bring a wealth of unique traits and skills such as divergent thinking, creativity, and spatial visualization to advanced study in the fields of Science, Technology, Engineering, and Mathematics (STEM). These traits can not only fuel unconventional problem-solving but also contribute to the richness of cognitive diversity. Despite their potential, navigating the traditional academic landscape at a major R1 university presents unique challenges for these students. While there are many institutional hurdles to optimizing neurodiverse graduate students' experience, a key area of impact lies in the communication dynamics within their advisor-advisee relationships. Drawing from the experiences of current graduate students, this paper explores the opportunities embedded in these relationships to foster a more inclusive and productive academic environment. Through the lens of neurodiverse students' communication, covering spheres of expectations, trust, and feedback, we underscore the power of openness, explicit instruction, and understanding in facilitating the academic journey of neurodiverse students. The strength-based approach illuminates the potential to remove barriers by not merely accommodating but meaningfully harnessing the capabilities of neurodiverse students. The insights may provide a roadmap for advisors and institutions alike, thereby enhancing inclusivity, fostering innovation, and enriching the educational landscape in graduate STEM programs.
Syharat, C., & Hain, A., & Esmaili Zaghi, A. (2024, June), Harnessing the Strengths of Neurodiverse Students in Graduate STEM Fields: The Central Role of Advisor-Advisee Communication Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://strategy.asee.org/47523
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