Delp, D., & Dixon, M. (2022, August), Program to Assist Engineering Students with Autism Spectrum Disorder through Interdisciplinary Peer Mentorship (Experience)  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--41012

\bibitem{asee_peer_41012}
  Delp, D., \& Dixon, M. (2022, August), \emph{Program to Assist Engineering Students with Autism Spectrum Disorder through Interdisciplinary Peer Mentorship (Experience)}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--41012

Deana Delp and Maria Dixon.  "Program to Assist Engineering Students with Autism Spectrum Disorder through Interdisciplinary Peer Mentorship (Experience)".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/41012 Internet.  16 Dec, 2024

\bibitem{asee_peer_41012}
  Deana Delp and Maria Dixon.
  "Program to Assist Engineering Students with Autism Spectrum Disorder through Interdisciplinary Peer Mentorship (Experience)".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/41012 Internet.  16 Dec, 2024

@INPROCEEDINGS{asee_peer_41012
author = "Deana Delp and Maria Dixon"
title = "Program to Assist Engineering Students with Autism Spectrum Disorder through Interdisciplinary Peer Mentorship (Experience)"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/41012}
number = {10.18260/1-2--41012}
}

TY  - CPAPER
AB  - This experience report focuses on engineering students regarding the topic of inclusivity and retention by assisting students with autism spectrum disorder (ASD). With earlier diagnoses and comprehensive support in secondary school, more students with ASD are enrolling in science, technology, engineering, and math (STEM) curricula in college [1-3]. Students with ASD can encounter many obstacles when entering college [4]. Despite academic success in the coursework the student with ASD may face distinctive challenges in the classroom, such as sensory issues, or other needs like organizing assignments, time management, and peer mentoring, that are not addressed by traditional accommodations. All these challenges impact overall performance and present an impediment for the students to engage in the overall college experience. At Arizona State University we have developed a program for engineering students with ASD that is an interdisciplinary coordination between our Fulton Schools of Engineering college and College of Health Solutions. The program hires mentors from both colleges, engineering students and students studying ASD, to assist engineering students with ASD with executive functioning skills, finding resources, socializing, advocating for themselves and navigating the campus. ASD manifests differently in every individual. Therefore, the mentors follow a curriculum developed by the faculty, which is also personalized to individual needs. The mentors assess the needs of the student and apply the relevant strategies to each individual. The initial goal of the program is to better the students’ academic and social experience in college and to increase retention of engineering students with ASD. This experience report will discuss this new program, lessons learned, how it is expanding, and provide comments and feedback from ASD students and mentors in the program.
AU  - Deana Delp
AU  - Maria Dixon
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - Program to Assist Engineering Students with Autism Spectrum Disorder through Interdisciplinary Peer Mentorship (Experience)
UR  - https://peer.asee.org/41012
DO  - 10.18260/1-2--41012
ER  -