2025 ASEE Annual Conference & Exposition

From Pilot to Practice: Establishing Neuroinclusive Teaching Practices for Long-Term Impact

Presented at Faculty Development: Student Engagement

The formation of a creative engineering workforce depends on the inclusion and retention of a diverse student body. However, the high reliance on traditional teaching methods in engineering classrooms may contribute to the underrepresentation of neurodiverse students whose unique strengths often go unrecognized and underutilized in undergraduate engineering majors. As part of a Revolutionizing Engineering Departments (NSF:RED) project aimed at enhancing the participation and sense of belonging of neurodiverse students in engineering, department faculty engaged in a systematic effort to redesign core courses using a novel, strengths-based framework for neuroinclusive teaching centered around a) building a culture of inclusion, b) inclusive instructional design, and c) communication and supports. Guided by this framework, redesigned courses in the department showcased a wide range of innovative teaching practices, including strengths-based messaging about neurodiversity, flexible grading and course policies, multiple modes of assessment, and integrated student feedback loops. This paper uses a mixed method approach, drawing from student survey data and thematic analysis of semi-structured interviews with 9 engineering faculty, to investigate the impact and sustainability of the neuroinclusive teaching practices implemented over four years of the project. The findings provide a comprehensive inventory of the neuroinclusive teaching practices that have been implemented, their perceived impact on student and faculty experience, and the practical implications of interventions that contribute to or impede their sustainability over time. This study has implications for faculty seeking to incorporate neuroinclusive teaching practices that may contribute to a sense of belonging for all students.

Authors

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

Connie Syharat is a Ph.D. student in Engineering Education and a Research Assistant at the University of Connecticut as a part of two neurodiversity-centered NSF-funded projects. As the Program Manager of a Revolutionizing Engineering Departments (NSF:RED) project titled, "Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation", she has co-facilitated a range of Neuroinclusive Teaching Institutes and workshops for STEM instructors and Teaching Assistants. As a graduate researcher, she conducts qualitative research related to the experiences of neurodiverse graduate students in STEM fields through an Innovations in Graduate Education (NSF:IGE) project titled, “Encouraging the Participation of Neurodiverse Students in STEM Graduate Programs to Radically Enhance the Creativity of the Professional Workforce". 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.
Dr. Sarira Motaref P.E. University of Connecticut [biography]

Sarira Motaref is an Associate Professor in residence in the Department of Civil and Environmental Engineering at the University of Connecticut. She is a licensed Professional Engineer in the State of Connecticut. She received her PhD in 2011 from the University of Nevada, Reno. She has been teaching junior and senior-level design courses, as well as several large-enrollment classes. Sarira is currently serving as Assistant Director of Faculty Development at the School of Engineering and Center for Excellence in Teaching and Learning (CETL) to enhance teaching and learning effectiveness of engineering courses. She is the winner of 2021 University Teaching Fellow award, 2019 Distinguished Engineering Educator Award, and recipient of 2016, 2017, and 2018 Klewin Excellence in teaching award.
Marisa Chrysochoou http://orcid.org/https://0000-0002-2592-925X University of Missouri - Columbia [biography]

Marisa Chrysochoou is the Dean of the College of Engineering at the University of Missouri. Before joining Mizzou, she served as Professor and Head of the Department of Civil and Environmental Engineering at the University of Connecticut (UConn). At UConn, she directed the EPA Technical Assistance for Brownfields Program, which supports communities in redeveloping contaminated properties, and the NSF-funded Revolutionizing Engineering Departments (RED) project titled "Beyond Accommodation: Leveraging Neurodiversity for Engineering Innovation."

Chrysochoou has been a member of the American Society of Civil Engineers (ASCE) Department Heads Coordinating Council since 2021. She was also recognized by the Association of Environmental Engineering and Science Professors (AEESP) in 2023 for her contributions to environmental engineering education.

Throughout her career, Chrysochoou has secured funding for various projects, collaborating with federal and state agencies, industry partners, and multidisciplinary academic teams. Her work has focused on environmental geochemistry, surface chemistry, the treatment and reuse of industrial waste, remediation of contaminated soils and sediments, brownfield redevelopment, and environmental justice. She has also worked on engineering education reform, emphasizing neurodiversity and service learning.

Chrysochoou has extensive experience working with government entities, program managers, and academic faculty across disciplines to develop partnerships that support research and innovation. As an educator, she has focused on creating experiential learning opportunities and adapting curricula to address modern engineering challenges.

Note

The full paper will be available to logged in and registered conference attendees once the conference starts on June 22, 2025, and to all visitors after the conference ends on June 25, 2025

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