Exploring the Learning Experiences of Neurodivergent College Students in STEM Courses
Karen D. Wang,
Jake McCool,
Carl Wieman
Abstract:Neurodivergent students exhibit an inclination toward Science, Technology, Engineering and Mathematics (STEM) fields, yet their learning experiences in STEM courses remain underexamined. Utilizing an online survey of neurodivergent (n = 60) and neurotypical (n = 83) US college students, this study identified various factors influencing their self-perceived learning experiences, including interest in the course content, instruction quality, and performance outcomes. Compared to their neurotypical peers, neurodi… Show more
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