Improving the Learning Experience of Neurodiverse Students in a Fluid Mechanics Course During the COVID-19 Pandemic

The goals of this study were (a) to assess whether the adoption of a comprehensive suite of inclusive academic interventions within a large engineering course (Fluid Mechanics) would increase the engagement and learning outcomes of neurodivergent students enrolled in the course and (b) to observe student perceptions of program activities with the end goal of determining whether or not students perceived the program interventions to be helpful. The course interventions were conceived and implemented within the broader context of a research project that aims to transform the academic practices within an engineering department in the Northeast United States to embrace the unique strengths of neurodiverse students and improve the educational experience for all students. Over the course of the semester, three surveys were handed out to students on a voluntary basis. Of a class of 52, 50, 48, and 39 participant responses were received for the three surveys, respectively. Each survey included several multiple-choice (or T/F) and open-ended questions, including aspects related to the instructor effectiveness, the course activities and assessments, and the student experience. Students were also asked whether they identify as neurodivergent during the first survey. After the course was completed, the analysis of survey responses was conducted using a qualitative research protocol. First, mapping of survey questions with the goals of the study was done, then student responses were organized in a matrix and underwent various rounds of coding. The process of coding is an iterative process that results in a refinement of label codes which can result in the identification of emerging themes. Some of the emerging themes that were identified by the students as barriers were the difficulty of exams, advanced mathematics content, and course mode of delivery that was hybrid due to the pandemic. Themes identified as supports were alternate exam modalities, course content and delivery, lecture videos, TA/recitation videos, lab videos, and live-streamed lectures. It was found that on several occasions that students who identify as neurodivergent reported supports and challenges differently than the remaining students who responded to the survey. At the beginning of the semester, only 29% of neurodiverse student responses expressed a positive outlook on how effective the learning experience would be in this course. Interestingly, as the course progressed, 71% of neurodiverse student responses indicated that the course was providing an effective learning experience for them.