Creating Effective and Inclusive Learning Experiences for Neurodiverse Students

Graduate student and postdoctoral instructors provide important face to face support and instruction to a diverse population of students in large lectures as well as smaller seminars. Therefore, it is key that they understand how to cultivate a learning environment that is inclusive and effective for all types of learners, especially neurodivergent learners. Students with ADHD, autism, learning disabilities, and mental health challenges are entering into higher education in greater numbers and they can face unique obstacles when they arrive. Participants in this workshop will come away with an expanded understanding of neurodivergent students, and start to develop strategies that create an effective and inclusive learning environment for neurodivergent learners. By the end of this workshop, participants will be able to:

• Describe the current understanding of neurodiversity and the impact of several common types of neurodiversity on undergraduate student learning
• Distinguish between extraneous and intrinsic cognitive load in the context of classroom activities and assessments
• Analyze classroom activities and assessments for possible negative impacts on neurodivergent learners, as well as strategies for mitigating such impacts

Instructors

Melissa Tamas, Stanford University
Michelle Ming-Hsuan Pang, Stanford University

Workshop Schedule

This one-session online workshop meets in Zoom on Thursday, October 24 at 10-11:30pm Gulf / 3-4:30pm Atlantic / 2-3:30pm Eastern / 1-2:30pm Central / 12-1:30pm Mountain / 11am-12:30pm Pacific.

Audience

This workshop is designed for graduate students and postdoctoral scholars who want to learn more about neurodivergent learners and strategies to support them in the college classroom.

Category: Teaching