Bielefeldt, A. R. (2024, June), Neurodivergent and Neurotypical Students in a First-Year Engineering Design Course: Identity, Self-Efficacy, and Experiences  Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47803

\bibitem{asee_peer_47803}
  Bielefeldt, A. R. (2024, June), \emph{Neurodivergent and Neurotypical Students in a First-Year Engineering Design Course: Identity, Self-Efficacy, and Experiences}
  Paper presented at 2024 ASEE Annual Conference \& Exposition, Portland, Oregon.
  https://peer.asee.org/47803

Angela R. Bielefeldt.  "Neurodivergent and Neurotypical Students in a First-Year Engineering Design Course: Identity, Self-Efficacy, and Experiences".  2024 ASEE Annual Conference & Exposition, Portland, Oregon, 2024, June.  ASEE Conferences, 2024.  https://peer.asee.org/47803 Internet.  30 Jul, 2024

\bibitem{asee_peer_47803}
  Angela R. Bielefeldt.
  "Neurodivergent and Neurotypical Students in a First-Year Engineering Design Course: Identity, Self-Efficacy, and Experiences".
  \emph{2024 ASEE Annual Conference \& Exposition, Portland, Oregon, 2024, June}.
  ASEE Conferences, 2024.
  https://peer.asee.org/47803 Internet.  30 Jul, 2024

@INPROCEEDINGS{asee_peer_47803
author = "Angela R. Bielefeldt"
title = "Neurodivergent and Neurotypical Students in a First-Year Engineering Design Course: Identity, Self-Efficacy, and Experiences"
booktitle = "2024 ASEE Annual Conference \& Exposition"
year = "2024"
month = "June"
address = "Portland, Oregon"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/47803}
}

TY  - CPAPER
AB  - This Complete Research paper explores the attitudes and experiences of neurodivergent (ND) and neurotypical (NT) students in the context of a first-year engineering design (FYED) course where students work in teams on open-ended projects. The data set includes post-survey data from Spring 2023 and pre- and post-survey data from Fall 2023. The end of the survey asked if students self-identified as neurodivergent (having one or more of the following: ADHD, ASD, dyslexia, etc.) with the response options of yes, maybe, or no. There were 63-67% of the students who self-identified as NT. On the Fall 2023 pre-survey, confidence in technical skills, confidence in non-technical skills, public/private regard for engineering, group identification with engineering, engineering self-efficacy, and engineering commitment were similar among ND and NT students. ND students had a higher centrality of engineering to their identity than NT students. The maybe ND students had lower group identification, engineering self-efficacy, and engineering commitment compared to the NT students. On the Spring 2023 post-survey, the NT students had somewhat more positive team experiences on average compared to ND and maybe ND students. Other course experiences and self-reported learning gains did not differ significantly between ND and NT students. On the Fall 2023 post-survey, the ND student responses were generally similar to those of their NT peers. In FYED courses with significant team-based work, extra attention to team formation and/or facilitation may be beneficial. Engineering faculty should consider both the assets and the challenges that neurodivergent students face.
AU  - Angela R. Bielefeldt
CY  - Portland, Oregon
DA  - 2024/06/23
PB  - ASEE Conferences
TI  - Neurodivergent and Neurotypical Students in a First-Year Engineering Design Course: Identity, Self-Efficacy, and Experiences
UR  - https://peer.asee.org/47803
ER  -