Scanlon, E., & Syharat, C., & Esmaili Zaghi,, A., & Chrysochoou, M., & Gabriel, R. (2023, June), Engineering Instructors’ Constructions of the Universality or Individuality of Neurodiversity  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43321

\bibitem{asee_peer_43321}
  Scanlon, E., \& Syharat, C., \& Esmaili Zaghi,, A., \& Chrysochoou, M., \& Gabriel, R. (2023, June), \emph{Engineering Instructors’ Constructions of the Universality or Individuality of Neurodiversity}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43321

Erin Scanlon, Connie Syharat, Arash Esmaili Zaghi, P.E., Maria Chrysochoou, and Rachael Gabriel.  "Engineering Instructors’ Constructions of the Universality or Individuality of Neurodiversity".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://strategy.asee.org/43321 Internet.  08 Jun, 2024

\bibitem{asee_peer_43321}
  Erin Scanlon, Connie Syharat, Arash Esmaili Zaghi, P.E., Maria Chrysochoou, and Rachael Gabriel.
  "Engineering Instructors’ Constructions of the Universality or Individuality of Neurodiversity".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://strategy.asee.org/43321 Internet.  08 Jun, 2024

@INPROCEEDINGS{asee_peer_43321
author = "Erin Scanlon, Connie Syharat, Arash Esmaili Zaghi, P.E., Maria Chrysochoou, and Rachael Gabriel"
title = "Engineering Instructors’ Constructions of the Universality or Individuality of Neurodiversity"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://strategy.asee.org/43321}
number = {10.18260/1-2--43321}
}

TY  - CPAPER
AB  - Neurodiversity is an umbrella term highlighting an important aspect of diversity, encompassing a wide range of neurological variations such as autism (ASD), attention deficit hyperactivity disorder (ADHD), and dyslexia. Traditionally, engineering courses are designed with “average” or “typical” engineering students in mind. However, research shows that students vary in terms of their interests, cognitive skills, and needs; neurodiverse students in particular are often disengaged, and their learning compromised in traditional engineering settings. To support engineering instructors in implementing inclusive instructional strategies that engage and empower neurodiverse students (e.g., Universal Design-aligned strategies), we hosted a multi-year professional development series for a group of faculty members engaging in a course redesign process as part of a NSF Revolutionizing Engineering Departments grant. At the end of each project year, we conducted hour-long, semi-structured interviews with participating engineering instructors about the changes they implemented in their instruction to be more inclusive of the neurodiversity of students, their beliefs about neurodiversity and accommodations, and the impact of the professional development series. In this study, we analyzed six of these interviews drawing upon discursive psychology to investigate how language was used to construct and support the instructors’ understanding of neurodiversity and accommodations. We found a question that instructors are grappling with: the universality or individuality of neurodiversity (i.e., is everyone neurodiverse or only a subset of students) and its implications for instruction. This question has implications for faculty professional development related to neurodiversity, for the development of inclusive instructional practices, and for the role of instructors in supporting neurodiverse people.
AU  - Erin Scanlon
AU  - Connie Syharat
AU  - Arash Esmaili Zaghi, P.E.
AU  - Maria Chrysochoou
AU  - Rachael Gabriel
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Engineering Instructors’ Constructions of the Universality or Individuality of Neurodiversity
UR  - https://strategy.asee.org/43321
DO  - 10.18260/1-2--43321
ER  -