Engaging Neurodiverse College Students Effectively

AAC&U Conference on Diversity, Equity, and Student Success

Ronda Jenson, TAPDINTO-STEM

Scott Bellman, Neuroscience for Neurodiverse Learners and TAPDINTO-STEM (University of Washington)

Universal Design, hands-on learning, student-driven content, AT, peer mentoring, STEM post-secondary student voice, neurodiversity as diversity, intersectionality of culture, identity, and history, diversity in ways of learning, K-12 successful informal stem learning

Equity in Postsecondary Education for Students with Disabilities

AUCD Conference

University of Hawaii-Manoa, NAU, UNR

Transition from HS to Post-Secondary, untapped talent, characteristics of successful STEM students, academic enrichment, mentoring, hands-on and independent options, diversity as disability, disability in diversity strategic plans, definition of STEM and neurodiversity, student voice

Equity in Postsecondary Education for Students with Disabilities

AUCD Conference

University of Hawaii-Manoa, NAU, UNR

Transition from HS to Post-Secondary, untapped talent, characteristics of successful STEM students, academic enrichment, mentoring, hands-on and independent options, diversity as disability, disability in diversity strategic plans, definition of STEM and neurodiversity, student voices

DYNA STEM Planning Grant Outcomes Report

This brief report describes the process of the planning grant and includes the following final recommendations organized by four key tenets of access:

• Universal Design for Learning: Acknowledge differences in the ways neurodiverse undergraduate students perceive, approach, and interact with new information and skills.
• Adult Learning Principles: Acknowledge neurodiverse undergraduate students as adult learners who bring diverse learning histories to the classroom.
• Trauma-informed Teaching and Learning: Acknowledge that learning histories for neurodiverse undergraduate students may be positive, negative, or indifferent.
• Intersectionality: Acknowledge the intersectionality of cultural backgrounds, identities, and personal histories that neurodiverse undergraduate students bring to their pursuit of a STEM degree.

Strategic Plan for Improving the STEM Learning Ecosystem for Neurodiverse Undergraduate Students

This strategic plan includes discussion of the undergraduate STEM learning ecosystem, the strategic planning process (including vision and mission), the main planning results themes, and recommendations. Highlights include the following.

Theme 1 focuses on how a neurodiverse student navigates from college to industry and includes the following sub-themes:

• The need for flexibility; acknowledging differences; not segregating students with disabilities; neurodiverse student are in demand and can be interns; self-perception of neurodiversity; faculty beliefs that neurodiverse students can succeed in STEM;