2025 ASEE Annual Conference & Exposition

This Work-in-Progress paper presents the evolution of an ongoing student-driven research project investigating the experiences of neurodivergent learners in STEM majors at an R1 institution in the southeastern United States. The research originated from an undergraduate student club focused on supporting neurodivergent learners and has continued to develop within a for-credit course to provide structure for undergraduate research experiences.

Building on the initial survey conducted in Fall 2023, we have made significant evidence-based revisions to improve the survey's design, content, and distribution. These revisions were informed by early data analysis and researcher discussions about emergent patterns from the original study. Fundamental changes include refining the survey structure to better align with specific research goals and incorporating questions that address more focused topics, such as:

Accommodation and Inclusion
Cultural Perceptions and Social Media
Designing Living and Working Environments
Faculty, Staff, and Administrators' Awareness and Training
Mental Health and Well-being
Student Social Interactions
Strengths-Based Approaches

We made these additions based on feedback from neurodivergent participants and a review of current literature on inclusive education practices in higher education.

In addition to the new question topics, we have restructured the survey design to optimize the data collection process. This change involved adjusting question-wording for clarity, reducing participant fatigue, and ensuring that the survey captures more nuanced experiences, particularly regarding how neurodivergent learners navigate academic and social environments in STEM. To enhance the comparative analysis of STEM versus non-STEM majors, researchers added specific questions to identify barriers, accommodation strategies, and academic success factors uniquely experienced by students in STEM-related majors.

For this fall, we have expanded and refined the survey distribution. Drawing on evidence from the first round of data collection, we implemented a targeted outreach strategy, increasing participation from neurodivergent learners. By collaborating with student organizations, academic departments, and disability support services, we ensure broader and more representative involvement. The refined distribution methods also include integrating multiple access points for the survey, such as institutional emails, social media, and QR-coded signage, increasing overall response rates.

As this study progresses, our revised survey will generate more detailed and actionable insights into the experiences of neurodivergent learners in STEM fields. This WIP paper will present findings from the updated survey, including preliminary results from the newly added topics, and outline plans for using these insights to develop interview protocols and interventions to support neurodivergent learners in Engineering and Computing. Our ultimate goal is to provide evidence-based recommendations for improving inclusivity and support for neurodivergent students in STEM programs.