| NSF Org: |
EEC Division of Engineering Education and Centers |
| Recipient: |
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| Initial Amendment Date: | November 30, 2016 |
| Latest Amendment Date: | December 28, 2017 |
| Award Number: | 1653854 |
| Award Instrument: | Standard Grant |
| Program Manager: |
Kemi Ladeji-Osias
jladejio@nsf.gov (703)292-7708 EEC Division of Engineering Education and Centers ENG Directorate for Engineering |
| Start Date: | January 1, 2017 |
| End Date: | September 30, 2023 (Estimated) |
| Total Intended Award Amount: | $519,967.00 |
| Total Awarded Amount to Date: | $569,651.00 |
| Funds Obligated to Date: |
FY 2018 = $49,684.00 |
| History of Investigator: |
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| Recipient Sponsored Research Office: |
438 WHITNEY RD EXTENSION UNIT 1133 STORRS CT US 06269-9018 (860)486-3622 |
| Sponsor Congressional District: |
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| Primary Place of Performance: |
261 Glenbrook Road, Unit 3037 Storrs CT US 06269-3037 |
| Primary Place of
Performance Congressional District: |
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| Unique Entity Identifier (UEI): |
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| Parent UEI: |
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| NSF Program(s): | EngEd-Engineering Education |
| Primary Program Source: |
01001819DB NSF RESEARCH & RELATED ACTIVIT |
| Program Reference Code(s): |
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| Program Element Code(s): |
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| Award Agency Code: | 4900 |
| Fund Agency Code: | 4900 |
| Assistance Listing Number(s): | 47.041 |
ABSTRACT
Challenges facing engineers are large-scale, complex, and multifaceted and their solutions require radical advancements. Therefore, there is a need to investigate and capitalize on the potential of nontraditional, divergent thinkers in order to promote radical technological breakthroughs. There is ample evidence that diversity in gender, sexual orientation, race, and ethnicity, improve productivity and creativity of teams. However, there is little awareness of the potential of neurodiversity to support creative, productive teams of engineers by diversifying the approaches, problem solving, and ways of thinking in the field. Too often, nontraditional thinkers struggle within the confines of traditional engineering education programs, while their unique potential to contribute to the field remains untapped. This CAREER project aims to promote neurodiversity by increasing the participation of students with Attention Deficit (Hyperactivity) Disorder (ADHD) in engineering fields. While the creative potential of individuals with ADHD is extensively supported by literature, they are extremely underrepresented in engineering programs. There is an urgent need to understand the challenges and potential of students with ADHD characteristics in engineering programs in order to promote cognitive diversity in the field. Generating knowledge that supports the significance of neurodiversity on creative productivity may lead to transforming engineering education and engineering practice. This project will inform and stimulate future research on neurodiversity, personalized education, and broadening participation. The outcomes of this project will hopefully be at the forefront of a paradigm shift in how neurodiverse individuals are perceived, by both society and education programs.
The significance of this project is grounded in its commitment to broadening the participation of underrepresented students who have high potential, but currently face barriers to participation and retention in traditional engineering programs. A main goal of this CAREER project is to generate a foundational research base for transforming engineering education to include students with ADHD through the integration of research and education. The research objectives of this project are to determine: (1) the cognitive constructs related to ADHD characteristics that can predict creative potential, (2) the factors and features of educational systems that mediate or moderate the academic performance of engineering students with ADHD characteristics, and (3) the extent to which the engineering products of neurodiverse teams of students are more creative than the products of homogenous teams. These goals will be met though a mixed quantitative/qualitative research design. The integrated education objectives of the project focus on broadening the participation of students with ADHD in engineering. To accomplish this, the research team will: (1) design and provide a summer research program for high school students with ADHD to attract them to pursue engineering and disseminate it to other schools for scale-up, and (2) develop and implement an academic year program for undergraduate students with ADHD in engineering to improve their experience and provide encouragement to pursue graduate studies. The impact of this project will be broadened by disseminating the findings to the engineering education community and organizations providing accommodation to students with ADHD.
PUBLICATIONS PRODUCED AS A RESULT OF THIS RESEARCH
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PROJECT OUTCOMES REPORT
Disclaimer
This Project Outcomes Report for the General Public is displayed verbatim as submitted by the Principal Investigator (PI) for this award. Any opinions, findings, and conclusions or recommendations expressed in this Report are those of the PI and do not necessarily reflect the views of the National Science Foundation; NSF has not approved or endorsed its content.
This project is pioneering a transformative approach in the field of engineering education by redefining the perception and value of neurodiversity, with a particular focus on attention deficit hyperactivity disorder (ADHD). Traditionally, students with ADHD have faced significant barriers within conventional educational systems, where their unique cognitive processes and inherent creative potential are often overlooked or undervalued. This oversight is not just a loss for the individuals involved but represents a broader missed opportunity for the field of engineering itself. Neurodiversity, the diversity of human brains and minds, is a crucial component of our collective intellectual ecosystem, offering a wide range of problem-solving approaches, perspectives, and innovative solutions that are essential for tackling complex challenges in engineering and beyond.
The importance of neurodiversity in engineering cannot be overstated. Engineering problems often require out-of-the-box thinking, adaptability, and the ability to view issues from multiple angles. Individuals with ADHD are known to excel in environments that reward quick thinking, flexibility, and creativity—traits that are invaluable in the fast-paced, constantly evolving world of engineering. By failing to capitalize on and nurture the talents of neurodiverse individuals, the educational system inadvertently stifles innovation and limits the diversity of ideas and solutions available to the engineering community. Furthermore, embracing neurodiversity in engineering education aligns with broader societal shifts towards inclusivity and recognition of the value of diverse perspectives in driving progress. It challenges the prevailing one-size-fits-all approach to education and underscores the need for teaching and learning methods that accommodate various learning styles and cognitive profiles. In doing so, it not only facilitates the personal and academic growth of students with ADHD but also enriches the learning environment for all students by fostering a culture of acceptance, mutual respect, and collaboration.
This research illuminates the paradox within engineering education concerning students with ADHD: they face academic challenges due to their ADHD traits and executive functioning difficulties, yet these same characteristics enhance their divergent thinking abilities, essential for creative problem-solving. Analyzing data from 199 undergraduate engineering students, we found that traditional measures of academic success, such as GPA, do not fully capture the strengths in divergent thinking that these students exhibit. This discrepancy suggests that the prevalent, rigid educational frameworks may inadvertently stifle the creative and academic potential of neurodiverse students. These findings argue for a shift towards more inclusive educational models that embrace and nurture the unique talents of students with ADHD, thereby unlocking new avenues for innovation and creativity in engineering and addressing complex societal challenges.
In an effort to counteract these challenges early on, this project launched an innovative summer research program targeting high school and middle school students with ADHD, aiming to elevate their self-esteem, cultivate a sense of belonging, and spark a keen interest in engineering. This initiative, contrasting sharply with the conventional classroom experience, is built around hands-on, exploratory activities that resonate with the innate cognitive strengths of neurodiverse students. The stark differences underscored by the program serve to illuminate the extraordinary potential of students with ADHD to excel and drive innovation when provided with suitable opportunities.
These endeavors call for a critical shift in engineering education towards a model that recognizes and harnesses the strengths inherent in neurodiversity. Such a shift not only promises to enrich the educational journey for non-traditional learners but also to infuse the nation's professional workforce with fresh creativity and ingenuity. This project highlights the pressing need for educational frameworks to adapt, adopting more inclusive strategies that acknowledge and value cognitive diversity. By doing so, it sets the stage for a future in engineering and related fields that is more inclusive, innovative, and equipped to tackle the multifaceted challenges we face, by leveraging the unique problem-solving capabilities brought forth by neurodiverse minds.
Last Modified: 03/12/2024
Modified by: Arash Esmaili Zaghi
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