Publications | Neurodiversity in Engineering

Abstract:

A growing body of literature suggests that neurodiverse learners, including students with autism, ADHD, and dyslexia, may possess strengths that are highly desirable within engineering disciplines, such as systems thinking, creativity, and 3D visualization skills. However, despite the potential of neurodiverse individuals to leverage these assets to contribute to innovative solutions to engineering problems, they remain highly underrepresented in engineering majors. With this in mind, a department-level initiative was established to radically transform the educational experiences of neurodiverse students by moving beyond academic accommodation of learning differences to empowering students to leverage their unique strengths in engineering. In undertaking this transformation, an epistemic communities model was adopted and implemented as infrastructure for change as part of a National Science Foundation Revolutionizing Engineering Departments (NSF:RED) grant within the context of a Civil and Environmental Engineering department at a large, research intensive (R1) institution. Epistemic communities unite members in a shared purpose through the establishment and transmission of shared values and practices, allowing stakeholders to build community from within and sustain lasting change. Through our epistemic community, we aim to make local change within the department, but we also hope to contribute to a broader paradigm shift that transforms how university faculty and staff understand and perceive neurodiversity, a key lever for enhancing the educational experiences of neurodiverse students. This conceptual paper presents an overview of these departmental transformation efforts, with a focus on the shared theory, code, and tools around which our epistemic community is constructed. First, we present a social ecology theoretical framework (theory) that challenges the deficit-based approach that has historically shaped neurodiverse learners' experiences by emphasizing learners’ assets and their potential of a neurodiverse student body to contribute to innovation for the benefit of society. Second, we discuss the infusion of strengths-based language (code) related to neurodiversity and its role in contributing to a collective mind shift across the department. Third, we present a discussion of the practices, structures, and artefacts (tools), such as shared standards for course revision, that were established and co-created by community members to facilitate departmental change.

Citation:

Chrysochoou, M., Zaghi, A., Campbell, T., Syharat, C.M., “Transforming Engineering Education for Neurodiversity: Epistemic Communities as Infrastructure for Change” 2023 ASEE Annual Conference & Exposition, June 25-28, 2023.

Abstract:

Neurodiversity is an umbrella term highlighting an important aspect of human diversity. Specifically, this term refers to the wide range of neurological variations present in human populations. Often, engineering courses are designed with traditional teaching methods that aim to meet the learning needs of “average” or “typical” engineering students. However, research shows that students vary in terms of their interests, cognitive skills, and needs; neurodivergent 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 neurodivergent 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 promote the inclusion of neurodivergent students, their beliefs about neurodiversity and accommodations, and the impact of the professional development series. In this study, we analyzed five 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 included under the neurodiversity umbrella or only a subset of students). 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 a neurodiverse student body. Specifically, viewing neurodiversity as universal can lead instructors to consider course-wide inclusive practices while focusing on neurodiversity (neurodivergence) within individuals can lead instructors to consider the needs and experiences of individuals.

Citation:

Scanlon, E., Gabriel, E., Chrysochoou, M., Zaghi, A., Syharat, C.M., “Engineering Instructors’ Construction of Neurodiversity” 2023 ASEE Annual Conference & Exposition, June 25-28, 2023.

Abstract:

A growing body of literature suggests that neurodiverse learners may possess assets that are highly desirable within engineering disciplines. Even so, despite the potential of neurodiverse individuals to contribute to innovation in science and engineering, neurodiverse students, such as those with attention deficit hyperactivity disorder (ADHD), autism, or dyslexia, remain highly underrepresented in engineering majors. We argue that the predominant perception of neurodiversity as a disability limits the participation of neurodiverse students in engineering education, ultimately impacting the diversity and creativity of the engineering workforce. In this paper, we review the emerging literature on neurodiversity that takes a social ecology approach and moves away from deficit-based models. We then describe the potential benefits and challenges of neurodiversity in the context of engineering education. We conclude with a concept analysis of how a strengths-based perspective of neurodiversity may be integrated within engineering education in particular, as well as in higher education overall, as we present our vision for a transformative education system that moves beyond mere accommodation of learning differences and empowers all students to leverage their unique strengths. In presenting a strengths-based approach to neurodiversity, we aim to contribute to a paradigm shift that transforms how university faculty and staff understand and perceive neurodiversity, improves the educational experiences of neurodiverse students in higher education and enhances the creativity of the engineering workforce.

Citation:

Chrysochoou, M., Zaghi, A. E., Syharat, C. M., (2022) “Reframing Neurodiversity in Engineering Education,” Frontiers in Education, 7:995865. doi: 10.3389/feduc.2022.995865

Abstract:

The goals of this study were to assess whether the adoption of a comprehensive suite of inclusive academic interventions within a large engineering course (Fluid Mechanics) would increase the engagement of neurodivergent students enrolled in the course, and to observe whether or not students perceived the program interventions to be helpful. The course interventions were conceived and implemented within the broader context of the INCLUDE project which aims to transform the academic practices within the Department of Civil and Environmental Engineering at the University of Connecticut to embrace the unique strengths of neurodivergent 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, one at the beginning of the course, one after the first and one after the second midterm exam. Of a class of 51 students, 50, 49, and 40 participant responses were received for the three surveys, respectively. Students were asked whether they identify as neurodivergent during the first survey; 10 out of 51 responded yes to this question. This study presents the responses received over time for two questions: the key challenges identified by students and whether they thought the course provided an effective learning experience.

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 livestreamed 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 28.6% of neurodivergent student responses expressed a positive outlook on how effective the learning experience would be in this course. Interestingly, as the course progressed, 71.5% of neurodivergent student responses indicated that the course was providing an effective learning experience for them

Citation:

Wakeman, C., Bagtzoglou, A., Chrysochoou, M., "Improving the Learning Experience of Neurodiverse Students in a Fluid Mechanics Course During the COVID-19 Pandemic," 2022 ASEE- NE, April 22-23, 2022, Wentworth Institute of Technology, MA.

Abstract:

Meaningful inclusion of neurodivergent students in engineering requires us to move beyond a focus on accommodations and accessibility and embrace a strength-based approach toward neurodiversity. A large body of literature suggests that neurodivergent individuals, including those with attention deficit hyperactivity disorder (ADHD), dyslexia, or autism spectrum disorder (ASD) possess a wide range of unique strengths that may be assets in engineering. These strengths include divergent thinking, risk-taking, 3-dimensional visualization skills, pattern identification, and systems thinking. Despite the potential of nontraditional thinkers to contribute to engineering breakthroughs, recruitment and retention rates of neurodivergent students in engineering programs remain extremely low. The emphasis on conventional pedagogical methods in engineering programs, coupled with a deficit-based approach that is focused on the remediation of weaknesses, does little to foster the unique strengths of neurodivergent students. In addition to the obstacles posed by the traditional educational environment, the stigma related to a disability label leads many neurodivergent college students to neither disclose their diagnosis nor obtain academic accommodations that may help them to persist in a challenging learning environment. To address these challenges and realize the potential contributions of neurodivergent individuals to engineering fields, a research project funded by the Engineering Education and Centers of the National Science Foundation has been established to transform engineering education and create an inclusive learning environment that empowers diverse learners. The project encompasses a wide variety of interventions in all aspects of academic life, from recruitment to career development. As part of this program, three courses, Statics, Mechanics of Materials, and Fluid Mechanics, have been revised to address the unique strengths and challenges of neurodiverse students and improve the educational experience for all students. These pilot courses are fundamental engineering courses that are taken by a large number of students in a range of engineering majors including civil and environmental, mechanical, biomedical, and materials science and engineering. This paper presents an overview of a new framework for inclusive course design standards that were developed by engineering faculty along with experts in curriculum and instruction. Current universal design standards emphasize aligning course objectives, learning experiences and assessments, explaining course information clearly, and using varied and accessible instructional materials. These universal design standards are adequate to provide courses that are accessible to all learners. However, to provide inclusive courses for neurodivergent students, additional standards are necessary to ensure that students can identify and use their unique strengths in an engineering context. The new framework expands upon universal design principles and provides standards that are anchored in a strength-based approach and centered around three core elements: a culture of inclusion, teaching and learning, and instructional design. The standards’ application across the three courses has common elements (e.g., ability to choose standard versus creativity-based assessments) and differences to reflect instructor style and course content (e.g., incorporation of design aspects in more advanced courses). It is anticipated that the use of these standards will improve learning outcomes and enhance the educational experience for neurodivergent students.

Citation:

Chrysochoou, M., Zaghi, A., Syharat, C.M., Wakeman, C., Bagtzoglou, R., Jang, S., Motaref, S. “Redesigning Engineering Education for Neurodiversity: New Standards for Inclusive Courses” 2021 ASEE Annual Conference & Exposition, Virtual Conference July 26-29, 2021. https://peer.asee.org/37647

Abstract:

The current study addresses gaps in our understanding of the relationship between creative cognition, intelligence (IQ), and executive functioning (EF). Undergraduate students completed an IQ test, verbal and figural divergent thinking (DT) tests, and a self-assessment of EF, across four study sessions. Participant data (N = 199) were analyzed using linear regression and PROCESS moderation models. Results demonstrated that EF interacts with IQ to predict figural and verbal DT in distinct ways, with different patterns emerging from different methods of scoring DT. Using traditional DT scoring, Gf (but not Gc) significantly moderated the relationship between EF and scores on both verbal and figural DT tasks. Low EF was associated with diminished DT scores for those with low Gf scores, unrelated for those with relatively higher Gf, and enhanced scores for those with the highest Gf. Using originality ratio scores, low EF was associated with diminished originality in verbal DT responses for those with low IQ (both Gf and Gc), unrelated for those with relatively higher IQ, and enhanced originality for those with the highest Gc (but not Gf) scores. Thus, there are several nuances in the way that EF interacts with IQ to predict DT.

Keywords: divergent thinking, creativity, executive functioning, intelligence.

Citation:

Taylor, C.L. and Zaghi, A.E. (2021), The Nuanced Relationship Between Creative Cognition and the Interaction Between Executive Functioning and Intelligence. J Creat Behav. https://doi.org/10.1002/jocb.493

Abstract:

While a large body of literature suggests that students with Attention Deficit Hyperactivity Disorder (ADHD) possess significant creative and risk-taking potential, they remain highly underrepresented in engineering programs. High school students with ADHD have significantly lower GPAs and are over eight times more likely to drop out than their peers without ADHD, which makes them significantly less likely to enter college engineering programs. To support the development of a more diverse engineering pipeline, this work summarizes outreach efforts to high school and middle school students with ADHD with the intention of boosting self-esteem and increasing interest in engineering.

Citation:

Syharat, C. M., Hain, A., Zaghi, A., (2020) “Promoting Neurodiversity in Engineering through Specialized Outreach Activities for Pre-college Students”, Journal of Higher Education Theory and Practice, 20(14). https://doi.org/10.33423/jhetp.v20i14.3856

Abstract:

Background: Creativity is increasingly recognized as an important skill for success in the field of engineering, but most traditional, post-secondary engineering education programs do not reward creative efforts. Failing to recognize creativity or creative efforts can have particularly negative effects for those students with attention deficit hyperactivity disorder (ADHD), who may exhibit enhanced divergent thinking ability yet struggle in the traditional educational environment.

Purpose/Hypothesis: This study was conducted to investigate how ADHD characteristics, academic aptitude, and one important component of creativity (divergent thinking) contribute to academic performance in engineering programs and how traditional markers of academic performance and ADHD characteristics predict divergent thinking.

Design/Method: Undergraduate engineering students (n = 60) completed measures of ADHD symptoms and divergent thinking. Scholastic Aptitude Test (SAT) scores and grade point average (GPA) were collected from university records, and hypotheses were tested using a series of multivariate regression models.

Results: Verbal SAT scores were the only positive predictor of overall GPA and engineering GPA. ADHD characteristics did not significantly predict overall GPA but negatively predicted engineering GPA. ADHD characteristics were the only positive predictor of divergent thinking ability.

Conclusions: ADHD characteristics negatively predict academic performance (i.e., GPA) in engineering programs but are more predictive of divergent thinking ability than traditional markers of academic performance.

Citation:

Taylor, C., Zaghi, A. E., Kaufman, J. C., Reis, S., and Renzulli, J., (2020) “Divergent thinking and academic performance of students with attention deficit hyperactivity disorder characteristics in engineering” Journal of Engineering Education. DOI: 10.1002/jee.20310

Abstract:

While a large body of literature suggests that students with Attention Deficit Hyperactivity Disorder (ADHD) possess significant creative and risk-taking potential, they have remained highly underrepresented in engineering programs. Past studies have indicated that students with ADHD have an extremely high risk of academic failure and dropout, and are more than twice as likely than their peers without ADHD to leave university. Traditional engineering programs are failing to attract and retain neurodiverse learners, and thus do not benefit from these students’ high potential for creative thinking. The disconnect between the traditional education environment and the abilities of students with ADHD is not unique to higher education. In fact, high school students with ADHD have significantly lower GPAs and are over eight times more likely to drop out of high school than their peers without ADHD. These students are thus significantly less likely to enter college or be admitted into engineering programs. To support the development of a more diverse engineering pipeline, efforts have focused on outreach to high school and middle school students with ADHD with the intention of boosting self-esteem and increasing interest in engineering. Specifically, two pilot programs for students with ADHD have been implemented as part of a research project funded by the Research in the Formation of Engineers program of Engineering Education and Centers of the National Science Foundation. Year one of the pilot program featured a two-week program for high school students with ADHD, while outreach efforts in year two focused on the implementation of a week-long summer program for ten middle school students with ADHD. Program activities featured a range of electrical, material, and structural engineering design activities such as wiring circuits and optimizing composites for strength and cost. These activities were complemented by esteembuilding activities, including group roundtable discussions in which participants shared life and academic experiences with peers. The main goal of this program is to increase the participation of an underrepresented group of students in engineering programs by providing a strengths-based approach to ADHD in the context of engineering at a young age. This paper presents an overview of the high school pilot program, including the design, delivery, reflection, and subsequent redesign of the program to meet the needs of middle school students. Major observations from the middle school program will be presented, along with key program components. It was found that: students with ADHD benefit from a personalized learning environment that is centered around student interests and features flexibility and choice; that interactions with role models and mentors with ADHD in the context of engineering can encourage students to consider engineering as a career path; and that roundtable discussions helped to build relationships between participants. A comparison of the middle and high school programs indicates that the age in which the students were introduced to a strength-based perspective toward ADHD was critical in shaping the participants’ perceived belief in their engineering abilities. This shows it is crucial to provide exposure to engineering and strengthbased discussions of learning differences early in students’ academic careers. It is anticipated that providing such experiences for middle school students with ADHD will lead to larger participation of these students in the engineering pipeline and will promote cognitive diversity in the field.

Citation:

Syharat, C. M., Hain, A., Zaghi, A., “Diversifying the Engineering Pipeline through Early Engagement of Neurodiverse Learners” 2020 ASEE Annual Conference & Exposition Virtual Conference, June 20-24, 2020, Montreal, Quebec. https://peer.asee.org/34470

Abstract:

Although the relationship between creativity and ADHD is uncertain, recent studies examining how dimensionally assessed characteristics of ADHD relate to creativity and divergent thinking in adults suggest an occasional positive, linear relationship between the constructs. However, the executive functions proposed to underlie characteristics of ADHD have not been examined in relation to creativity. This study was conducted to determine how different characteristics of ADHD related to executive functioning (as assessed by the Brown ADD Scales) predict different components of figural divergent thinking, intellectual risk-taking, and creative self-efficacy. Undergraduate engineering students (N = 60) completed the Brown ADD Scales, a figural divergent thinking task, and self-report measures of intellectual risk-taking and creative self-efficacy. A series of multivariate regression models demonstrated that several components of divergent thinking (i.e., fluency, originality, and resistance to closure) were predicted by different characteristics of ADHD. Although fluency was predicted by affect only and originality was predicted by activation only, resistance to closure was predicted by activation, effort, and attention. Additionally, intellectual risk-taking was predicted by memory, effort, and activation, whereas creative self-efficacy was predicted by effort. The implications of these results relating to the relationship between ADHD and creativity, as well as for engineering undergraduate education are discussed.

Citation:

Taylor, C., Zaghi, A. E., Kaufman, J. C., Reis, S., and Renzulli, J., (2018) “Characteristics of ADHD Related to Executive Function: Differential Predictions for Creativity-Related Traits” Journal of Creative Behavior, 1-13. DOI: 10.1002/jocb.370

Abstract:

A critical need exists in engineering education to draw on the non-traditional divergent thinking and risk-taking necessary for making radical technological breakthroughs. Literature suggests that individuals with Attention Deficit Hyperactivity Disorder (ADHD) characteristics demonstrate unparalleled creativity and risk-taking potential. While this group of students may offer significant benefits to the advancement of the nation, they are currently significantly underrepresented in engineering programs because of the major academic and emotional challenges that the rigidly structured engineering programs impose on them. Funded by the Division of Engineering Education and Centers of the National Science Foundation, this study is aimed at understanding creative potential and challenges of engineering students with ADHD characteristics. A cohort of 18 female and 36 male undergraduate students were recruited from the School of Engineering at the University of Connecticut (n=54). To quantify the level of ADHD-related characteristics and the creative potential of the participants, the investigators administered Brown ADD Scales for Adults and Torrance Test of Creative Thinking (TTCT) Figural Form A, respectively. A 40-question instrument was designed and administered to understand the learning styles, the perception of current engineering programs in terms of rewarding creativity and risk-taking, and the difficulties of the participants in engineering programs. It was found that there is a statistically significant positive correlation between the Brown total score and the Creativity Index (r=.45, p=.001). Among Brown subscale scores, attention was found to have the largest correlation with the Creativity Index. There were positive significant correlations with the Creativity Index and all of the Brown subscales except for memory. The Brown scores were found to have positive significant correlations with three of the TTCT sub-categories: fluency, originality, and resistance to premature closure. A negative correlation exists between the GPA and total Brown score, suggesting weaker academic accomplishments of students with ADHD characteristics. GPA showed no correlation with the Creativity Index, suggesting a lack of creativity appreciation in current engineering programs. The Mann-Whitney test on survey questions revealed that students with a higher Brown t-score are significantly more willing to take a chance in which they may fail in order to pursue innovation. This study found that only three of the eighteen students who are formally diagnosed with ADHD are receiving services from the Center of Students with Disabilities CSD. It is expected that the outcomes of this study lead to a paradigm shift in how these individuals are perceived by both our society and our engineering educational system. The knowledge generated through this study will help to identify the academic struggles of this group of students and facilitate development of specialized education programs that foster largely unrecognized talents and unique potential of this underrepresented population.

Keywords: creativity; risk taking; divergent thinking; ADHD.

Citation:

Zaghi, A. E., Reis, S., Renzulli, J., and Kaufman, J. C. (2017) “Exploring the Creativity Potential of ADHD Students in Engineering Programs” International Journal for Talent Development and Creativity, 5(1); and 5(2). PDF

Abstract:

Promoting diversity in engineering education has been a major initiative of ASEE in recent years, and may contribute to greater social equity, reduced opportunity costs, and greater creativity in the field of engineering. Indeed, there is ample evidence that the inclusion of women and minorities improves the productivity and creativity of teams. However, there is little awareness of the potential contributions of neurodiverse individuals, such as those with Attention Deficit Hyperactivity Disorder (ADHD). ADHD has been shown to be associated with creativity, innovation, and risk-taking. While these traits are all potential assets in the field of engineering, individuals with ADHD are extremely underrepresented in engineering programs. Too often, nontraditional thinkers struggle within the confines of the traditional engineering education curriculum. Providing these students opportunities to learn in a style that is more consistent with their unique strengths may positively affect the recruitment and retention of those with diverse cognitive styles. To promote the inclusion of students with ADHD in engineering, and thereby increase the diversity of the field, a specialized Research Experience for Undergraduates (REU) Site has been funded by the NSF Division of Engineering Education and Centers. This site provided students with ADHD an opportunity to engage in research outside the confines of the traditional engineering curriculum and interact with other students facing similar challenges.

This paper presents quantitative and qualitative findings from a semi-structured interview and post-program survey of the students’ experiences. Overall, the major findings suggest that participating in the program enhanced students’ 1) interest in engineering research, 2) interest in pursuing graduate studies in engineering, and 3) feelings of belonging in engineering. For instance, all participants (N=10) responded either “agree” or “strongly agree” to statements reflecting that attending the REU site increased their interest in research and in pursuing graduate studies. Responses to open-ended items on the survey, as well as responses during interviews, indicated that attending the REU site enhanced students’ feelings of belonging, which has been shown to positively influence persistence in engineering education. Understanding the challenges and potential of students with ADHD characteristics in engineering programs is needed to stem attrition in engineering education and promote cognitive diversity in the field. The implications of these findings for promoting inclusion and diversity in engineering and suggestions for educators to make courses more inclusive for neurodiverse students are discussed.

Citation:

Taylor, C., Zaghi, A. E., Kaufman, J.C., Reis, S., and Renzulli, J., “Promoting Diversity in Engineering through Undergraduate Research Opportunities for Students with ADHD” 2018 ASEE Annual Conference & Exposition, June 24- 27, 2018, Salt Lake City, UT. https://peer.asee.org/29969

Abstract:

Students with Attention Deficit Hyperactivity Disorder (ADHD) are significantly underrepresented in engineering programs despite their high potential to impact the field through their strong divergent thinking and unparalleled risk-taking abilities. The current engineering education system has yet to realize the unique potential of these students and largely fails to attract and retain them due to the overemphasis on lecture-based learning and its discouraging evaluation methods. The abilities of these students are often overlooked in pre-college environments as well, where educators typically approach ADHD from a deficit perspective, which has detrimental impacts on the student’s confidence and self-image. To recognize the unique intellectual strengths of engineering students with ADHD and encourage them to continue in engineering careers, a specialized Research Experience for Undergraduates (REU) Site titled “REU Site: Research Experience in Cyber and Civil Infrastructure Security for Students with ADHD: Fostering Innovation” has been funded by the NSF Division of Engineering Education and Centers. To extend the impact and findings of the REU program to pre-college students, two teachers, one fourth and one ninth grade, joined engineering research labs at the University of Connecticut as NSF Research Experiences for Teachers (RET) Fellows, and spent six weeks working with undergraduate student researchers with ADHD. In addition to taking part in the research activities, the teachers attended multiple roundtable discussions where the REU students shared their experiences in both their personal lives and their engineering programs. This provided a unique opportunity for the teachers to observe firsthand the performance of students with ADHD outside of a traditional classroom setting. A research experience gives the students interest-provoking task that actively demand creating thinking.

This paper presents the major observations and experiences of the teachers, principal investigator, and program manager after completion of the program. The program significantly improved the teachers’ perceptions of students with ADHD and the shortcomings of the current education system that puts this population of students with significant potential for innovation at high risk of academic failure and disinterest in pursuing higher education. Overall, the major observations from this REU were that: given the right environment, i.e. niche, students with ADHD can thrive; engineering research can be a stimulating and ideal environment for students with ADHD; and the opportunity to learn and interact with peers with ADHD can provide a rich and meaningful experience and help their confidence and ability as learners. It was noted that the education system needs to move from the idea of ‘accommodating’ for some, to differentiating for all. Employing a different approach to planning meaningful lessons and activities that support all learners’ contributions, necessarily implies utilization of more diverse evaluation methods, as well as teaching strategies. The uniquely attractive components of engineering, i.e., real world applications, the design process, and creative problem-solving, can capture the curiosity and imagination of these students who can solve the most complex and challenging problems facing our nation.

Citation:

Hain, C. C., Turek, W. C., Zaghi, A. E., and Hain, A., “Experiences of Pre-College Teachers Working with Undergraduate Engineering Students with ADHD in Research Laboratories” 2017 ASEE Annual Conference & Exposition, June 25-28, 2017, Columbus, OH. https://peer.asee.org/27786

Abstract:

A cohort of 18 female and 36 male undergraduate students were recruited from the School of Engineering at the University of Connecticut (n=54). To quantify the level of ADHD-related characteristics and the creative potential of the participants, the investigators administered Brown ADD Scales for Adults and Torrance Test of Creative Thinking (TTCT) Figural Form A, respectively. A 40-question instrument was designed and administered to understand the learning styles, the perception of current engineering programs in terms of rewarding creativity and risk-taking, and the difficulties of the participants in engineering programs. It was found that there is a statistically significant positive correlation between the Brown total score and the Creativity Index (r = .45, p = .001). Among Brown subscale scores, attention was found to have the largest correlation with the Creativity Index. There were positive significant correlations with the Creativity Index and all of the Brown subscales except for memory. The Brown scores were found to have positive significant correlations with three of the TTCT sub-categories; fluency, originality, and resistance to premature closure. A negative correlation exists between the GPA and total Brown score, suggesting weaker academic accomplishments of students with ADHD characteristics. GPA showed no correlation with the Creativity Index, suggesting a lack of creativity appreciation in current engineering programs. The Mann-Whitney test on survey questions revealed that students with a higher Brown t-score are significantly more willing to take a chance in which they may fail in order to pursue innovation. This study found that only three of the eighteen students who are formally diagnosed with ADHD are receiving services from the Center of Students with Disabilities CSD. It is expected that the outcomes of this study lead to a paradigm shift in how these individuals are perceived by both our society and our engineering educational system. The knowledge generated through this study will help identifying the academic struggles of this group of students and facilitate development of specialized education programs that foster largely unrecognized talents and unique potential of this underrepresented population.

Citation:

Zaghi, A. E., Reis, S., Renzulli, J., and Kaufman, J. C. “Unique Potential and Challenges of Students with ADHD in Engineering Programs” 2016 ASEE Annual Conference & Exposition, June 26- 29, 2016 New Orleans, LA. DOI: 10.18260/p.27107