Improving the Learning Experience of Neurodiverse Students in a Fluid Mechanics Course During the COVID-19 Pandemic

Caressa Adalia Wakeman; Amvrossios Bagtzoglou; Maria Chrysochoou

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Conference: ASEE-NE 2022
Location: Wentworth Institute of Technology, Massachusetts
Publication Date: April 22, 2022
Start Date: April 22, 2022
End Date: April 23, 2022
Tagged Topic: Diversity
Page Count: 12
DOI: 10.18260/1-2--42180
Permanent URL: https://peer.asee.org/42180
Download Count: 220

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Caressa Adalia Wakeman University of Connecticut

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Caressa Wakeman is graduate student at the University of Connecticut (UConn) working in the Department of Civil and Environmental Engineering on the INCLUDE project. Caressa is currently studying education in the Department of Curriculum and Instruction and using her firsthand experience acquired during her undergraduate degree in Chemical Engineering to break ground in the field of Engineering Education. Caressa identifies as neurodiverse and is passionately committed to building community for neurodiverse students on the UConn campus.

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Amvrossios Bagtzoglou University of Connecticut

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Amvrossios (Ross) Bagtzoglou is Professor of Civil and Environmental Engineering at the University of Connecticut. He received his Ph.D. in Water Resources and Environmental Engineering from the University of California, Irvine. His research interests include hydrologic modeling, estuarine and river water quality management, geostatistical simulation and probabilistic analyses. His current research projects are: 'Evaluation of Grid Resilience Activities with a Total System Performance Assessment Model' funded by Eversource Energy, 'PIRE: Food and Water Security in Ethiopia' funded by NSF, 'Cooperative Hydrogeophysics and Water-Resources Research' funded by USGS, and 'RED Innovation Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation' funded by NSF.

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Maria Chrysochoou University of Connecticut

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Maria Chrysochoou is a Professor and Head of the Department of Civil and Environmental Engineering at the University of Connecticut. She obtained her BS in Physics at the Aristotle University of Thessaloniki, her MS in Environmental Engineering at Technische Universität Dresden in Germany and her Ph.D. in Environmental Engineering at Stevens Institute of Technology. She was hired as Assistant Professor at the University of Connecticut in 2007, promoted to Associate Professor in 2013 and Full Professor in 2019 . Dr. Chrysochoou’s general research area is environmental geochemistry, with a focus on site remediation, characterization and reuse of industrial waste and construction materials. Dr. Chrysochoou’s serves as the Principal Investigator of the project “Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation”. Sponsored by the National Science Foundation Revolutionizing Engineering Department program, this 5-year project aims at transforming educational practices and cultivate the potential of neurodivergent individuals to contribute to engineering breakthroughs

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Abstract

The goals of this study were (a) to assess whether the adoption of a comprehensive suite of inclusive academic interventions within a large engineering course (Fluid Mechanics) would increase the engagement and learning outcomes of neurodivergent students enrolled in the course and (b) to observe student perceptions of program activities with the end goal of determining whether or not students perceived the program interventions to be helpful. The course interventions were conceived and implemented within the broader context of a research project that aims to transform the academic practices within an engineering department in the Northeast United States to embrace the unique strengths of neurodiverse students and improve the educational experience for all students.

Over the course of the semester, three surveys were handed out to students on a voluntary basis. Of a class of 52, 50, 48, and 39 participant responses were received for the three surveys, respectively. Each survey included several multiple-choice (or T/F) and open-ended questions, including aspects related to the instructor effectiveness, the course activities and assessments, and the student experience. Students were also asked whether they identify as neurodivergent during the first survey.

After the course was completed, the analysis of survey responses was conducted using a qualitative research protocol. First, mapping of survey questions with the goals of the study was done, then student responses were organized in a matrix and underwent various rounds of coding. The process of coding is an iterative process that results in a refinement of label codes which can result in the identification of emerging themes.

Some of the emerging themes that were identified by the students as barriers were the difficulty of exams, advanced mathematics content, and course mode of delivery that was hybrid due to the pandemic. Themes identified as supports were alternate exam modalities, course content and delivery, lecture videos, TA/recitation videos, lab videos, and live-streamed lectures. It was found that on several occasions that students who identify as neurodivergent reported supports and challenges differently than the remaining students who responded to the survey. At the beginning of the semester, only 29% of neurodiverse student responses expressed a positive outlook on how effective the learning experience would be in this course. Interestingly, as the course progressed, 71% of neurodiverse student responses indicated that the course was providing an effective learning experience for them.

Citation
Format

Wakeman, C. A., & Bagtzoglou, A., & Chrysochoou, M. (2022, April), Improving the Learning Experience of Neurodiverse Students in a Fluid Mechanics Course During the COVID-19 Pandemic Paper presented at ASEE-NE 2022, Wentworth Institute of Technology, Massachusetts. 10.18260/1-2--42180

TY  - CPAPER
AB  - The goals of this study were (a) to assess whether the adoption of a comprehensive suite of inclusive academic interventions within a large engineering course (Fluid Mechanics) would increase the engagement and learning outcomes of neurodivergent students enrolled in the course and (b) to observe student perceptions of program activities with the end goal of determining whether or not students perceived the program interventions to be helpful. The course interventions were conceived and implemented within the broader context of a research project that aims to transform the academic practices within an engineering department in the Northeast United States to embrace the unique strengths of neurodiverse students and improve the educational experience for all students. 

Over the course of the semester, three surveys were handed out to students on a voluntary basis. Of a class of 52, 50, 48, and 39 participant responses were received for the three surveys, respectively. Each survey included several multiple-choice (or T/F) and open-ended questions, including aspects related to the instructor effectiveness, the course activities and assessments, and the student experience. Students were also asked whether they identify as neurodivergent during the first survey. 

After the course was completed, the analysis of survey responses was conducted using a qualitative research protocol. First, mapping of survey questions with the goals of the study was done, then student responses were organized in a matrix and underwent various rounds of coding. The process of coding is an iterative process that results in a refinement of label codes which can result in the identification of emerging themes. 

Some of the emerging themes that were identified by the students as barriers were the difficulty of exams, advanced mathematics content, and course mode of delivery that was hybrid due to the pandemic. Themes identified as supports were alternate exam modalities, course content and delivery, lecture videos, TA/recitation videos, lab videos, and live-streamed lectures. It was found that on several occasions that students who identify as neurodivergent reported supports and challenges differently than the remaining students who responded to the survey. At the beginning of the semester, only 29% of neurodiverse student responses expressed a positive outlook on how effective the learning experience would be in this course. Interestingly, as the course progressed, 71% of neurodiverse student responses indicated that the course was providing an effective learning experience for them.

AU  - Caressa Adalia Wakeman
AU  - Amvrossios Bagtzoglou
AU  - Maria Chrysochoou
CY  - Wentworth Institute of Technology, Massachusetts
DA  - 2022/04/22
PB  - ASEE Conferences
TI  - Improving the Learning Experience of Neurodiverse Students in a Fluid Mechanics Course During the COVID-19 Pandemic
UR  - https://peer.asee.org/42180
DO  - 10.18260/1-2--42180
ER  -