Abstract 2095 Enhancing Equity in Assessment: Addressing the Needs of Students with Disabilities and Neurodiversity in Life Sciences Education

Equity in assessment is a crucial issue for students with disabilities and neurodiverse students in undergraduate life sciences programs. Despite progress in inclusive education in the life sciences, assessment practices often remain a significant barrier, with traditional methods not adequately accommodating the diverse needs of these students. The prevalence of students with disabilities in higher education has been increasing steadily over the last decade. Purdue University reports that their Disability Resource Center (DRC) directly served 6.8% of the student body in 2022, up from 2.1% in 2012. Female and URM students are notably overrepresented in this group, and DRC students enroll in liberal arts and humanities more than in science and engineering programs. The actual number of students with disabilities is likely higher than reported, due to unreported cases and rejected accommodation requests, and it is clear from anecdotal evidence that there are inconsistent standards and burdens on students to justify their need for accommodations. The increase in reported numbers by Purdue and other institutions across the country reflect a number of societal shifts, including increased pressure on young people, Covid effects, and an increase in awareness and diagnoses of disabilities, acute mental health conditions, and neurodiversity. As educators, we must take the opportunity to critically analyze how these challenges impact students' experiences in learning and assessments, especially in life sciences with its unique practical and laboratory components. The inherent challenges in standard assessment methods, such as biases in traditional testing formats and the psychological impact on students with disabilities has been witnessed by many of us. Exams, one of the most familiar methods to assess if students have met learning outcomes, are frequently avoided by students with disabilities, who may instead gravitate towards courses where assessment methods align more with their strengths. Since the 2011 matriculating class, Purdue's DRC reports retention and graduation rates that are consistently well below the overall campus rate; though the overall gap in 4-year graduation rate has closed from a 20% to a 10% gap, the 6-year graduation rate has remained steady at about 10%. Innovative and equitable assessment strategies have been described in recent years, including alternative assessment methods and the use of technology (including large language models), which can better accommodate diverse learners. Implementing "Universal Design" in learning spaces, competence-based formative skill assessments, stakeholder collaboration in defining assessments, and a critical reflection on learning objectives and how they are communicated are just some of the strategies that will engage a wider student audience. Faculty and staff play a central role in implementing equitable assessment practices and empowering students to advocate for their needs. An interactive discussion during this talk will invite participants to share their experiences and collaborate on developing actionable strategies for enhancing equity in assessment. Educators, administrators, and policymakers must commit to continuous improvement in assessment practices, ensuring that all students, regardless of their disabilities or neurodiversity, have equal opportunities to demonstrate their knowledge and skills.