2024 ASEE Annual Conference & Exposition

1. Ms. Connie Syharat http://orcid.org/0000-0002-7913-863X University of Connecticut [biography]

   Connie Syharat is a Ph.D. student and Research Assistant at the University of Connecticut as a part of two neurodiversity-centered NSF-funded projects, Revolutionizing Engineering Departments (NSF:RED) "Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation" and Innovations in Graduate Education (NSF:IGE) “Encouraging the Participation of Neurodiverse Students in STEM Graduate Programs to Radically Enhance the Creativity of the Professional Workforce". As a graduate researcher, she is conducting qualitative research related to the experiences of neurodiverse graduate students in STEM fields. Previously, she spent eight years as a K-12 teacher in Connecticut, where she maintained a focus on providing a varied learning environment and differentiated instruction for all types of learners. She is currently pursuing a doctoral degree in Engineering Education in UConn's College of Engineering.

2. Miss Alexandra Hain University of Connecticut [biography]

   Alexandra Hain is an Assistant Research Professor at the University of Connecticut in structural engineering. She received her PhD in Structural Engineering in 2019 from the University of Connecticut. She has an interest in engineering education and serv

3. Prof. Arash Esmaili Zaghi http://orcid.org/0000-0003-2246-2911 University of Connecticut [biography]

   Arash E. Zaghi is a Professor in the Department of Civil and Environmental Engineering at the University of Connecticut. In 2009, he received his PhD in Civil Engineering from the University of Nevada, Reno. After he was diagnosed with attention deficit hyperactivity disorder (ADHD) at age 33, he began engineering education research aimed at highlighting the importance of neurodiversity for the creativity of our nation’s engineering workforce by promoting a fundamentally strength-based perspective toward diversity. He started his engineering education research endeavor through an NSF RIGEE grant in 2014. The promising findings of this research and the encouraging feedback of the student community motivated him to pursue this line of research in his NSF CAREER award in 2017. Since then, he has built a coalition within the university to expand this work through multiple NSF-funded research grants including IUSE/PFE: RED titled “Innovation Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation”. Because of the importance of neurodiversity at all levels of education, he expanded his work to graduate STEM education through an NSF IGE grant. In addition, he recently received his Mid-CAREER award through which, in a radically novel approach, he will take on ambitious, transdisciplinary research integrating artificial intelligence, neuroscience, and education research to advance a personalized tool to enhance the participation of middle-school students with dyslexia in STEM disciplines. His efforts on promoting neurodiversity in engineering has been twice recognized by Prism Magazine of the American Society of Engineering Education.

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