Arash E. Zaghi, PhD, PE University of Connecticut Keywords: Creativity, Neurodiversity, ADHD Promoting Innovation by Encouraging the Participation of Students with ADHD in Engineering Arash E. Zaghi, PhD, PE University of Connecticut
Why? Students with Attention Deficit Hyperactivity Disorder (ADHD/ADD) are largely underrepresented in engineering, despite offering significant creative potential Nontraditional thinkers often offer innovative solutions My goal is to understand the challenges and unique potential of students with ADHD to increase their participation in engineering
When? The knowledge base was obtained trough two NSF-Funded projects: Unique Potential and Challenges of Students with ADHD in Engineering Programs REU Site: Research Experience in Cyber and Civil Infrastructure Security for Students with ADHD: Fostering Innovation My main motivation is my personal experience with ADHD and its challenges
Where? The University of Connecticut holds an NSF REU Site specialized for engineering students with ADHD Students join different engineering labs where they work directly with graduate and faculty mentors and attend workshops to help them realize their unique talents
What? Students with ADHD face challenges in structured programs Engineering education needs to embrace divergent thinkers and their creative solutions Students with ADHD may learn better through hands-on research than in typical classroom settings
Prognosis? Impact is documented by in-depth discussions with participants throughout the program as well as surveys I hope similar programs at other universities will be developed to capitalize on the unique strengths of neurodiverse students Need to change the paradigm from “disability” to “diversity” and realize untapped potentials I would like to learn from the participants how we can make engineering more welcoming to nontraditional students