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Neurodivergence through the lens of neurodivergent university students-RSC funded study results

Author and study lead: Dr. Vijesh Bhute

As part of the Royal Society of Chemistry Inclusion and Diversity fund, Dr. Vijesh Bhute conducted in-depth interviews with neurodivergent students as part of the study titled “Neurodivergence through the lens of Neurodivergent university students”. A zine has been designed by Maya Cracknell to capture key information from this project in order to raise awareness about neurodiversity.

This article is aimed to highlight some of the key findings from this study.

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Making Groupwork Work: A Guide to Communication and Structure

Key Contributors: Olive Ndungu and Iman Ellahi

Background

Group projects can be challenging for any student, but for neurodivergent students, the difficulties are often compounded by factors like social demands and sensory overload. The approach to group projects varies across departments. For Materials Science and Engineering, for example, group projects have at least four students assigned based on past grades. The project duration can range from either one afternoon of collaborative work to multiple terms that contribute significantly to our grade that year. These include design-related projects in 1st and 2nd year, and labs in 3rd year, all of which include written coursework, presentations, and some kind of final report. At the beginning of projects, groups are each assigned a supervisor who provides ongoing in-person feedback on coursework and general guidance. After submitting the final report, group members individually submit a peer review, which contributes to few percentage of the final mark for that module.

This article outlines some common challenges of collaborative work and offers advice on how to navigate them more effectively. The focus of this article is mainly on the social communication and interactions.

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Managing Stress at University: A Guide for Neurodivergent Students

Key Contributors: Iman Shah

Edited by Dr. Vijesh Bhute

University is an exciting time and is full of lots of new opportunities. However, it also has the potential to be a stressful time, particularly for neurodivergent students. University was not designed with neurodivergent students in mind but it’s okay to learn differently, rest differently, and thrive in whatever way works for you. 

This article aims to share research-informed tools to help you de-stress, improve focus, and protect your well-being. These strategies are here to help you thrive—on your terms. Don’t try them all at once! Start small and pick a few, then try integrating them slowly. What works for someone else may not work for you and vice versa. You will inevitably get stressed but it’s important to have tools, support, and be kind to yourself.

Although this article is aimed to support neurodivergent students, some of the strategies may also be relevant for non-neurodivergent students. 

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Beyond “Bright”: When Light Helps or Hurts Learning

Author: Grace Wiggall, UG student in Department of Earth Science and Engineering

If you are a staff member entering a teaching space (e.g., lecture theatre, seminar room), what is your priority? The first thing that comes to mind is that the projector works so that learning content can be presented. But have you thought any further than that? About the finer details, the ones you may not consider. Factors that can make everyone’s learning experience far more comfortable, especially neurodivergent students.

Neurodivergence describes individuals whose neurological functioning is viewed as atypical. Neurodivergent people all have their own unique ways of experiencing the world. One person may have a hypersensitivity to stimuli, slower processing speed, and struggle with crowded rooms, while another person could have difficulty concentrating for long periods of time and struggle with organisational skills. Teaching practices and spaces aren’t always suitable learning environments for all, but by taking some simple steps, staff can make a huge difference. I am passionate about all things related to inclusivity and would like to raise awareness around inclusivity of teaching spaces, especially the importance of suitable lighting, through this article.

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The Unseen Journey: Field Trips from a Neurodivergent Viewpoint

Authors: Grace Wiggall and Kevin Jang

Contributor: Dr. Alan Spencer, Senior Strategic Teaching Fellow, Earth Science and Engineering

Editor: Dr. Vijesh Bhute, Senior Teaching Fellow, Chemical Engineering

Editor’s Note:

As part of inclusive assessments project, we are excited to share narratives and lived experiences of neurodivergent students at Imperial. The first article in this series is penned by two 1st year students from the Department of Earth Science and Engineering (ESE).

This article highlights how designing teaching and assessment with inclusivity in mind can enhance learning experience for all students. There is emphasis on support around activities and skills development, flexibility for those who face logistical issues, and tailored support for those who need it.  

The objectives of this article are:

  • To raise awareness among students on what to expect in field trips
  • To highlight challenges faced by neurodivergent students
  • To highlight support offered by the department
  • To share tips and advice to students on preparing for these field trips

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About this blog

This space will be used to raise awareness about inclusive teaching and learning resources and projects around Imperial College London.

This blog is maintained by Dr. Vijesh Bhute, Senior Teaching Fellow in the Department of Chemical Engineering. He is one of the co-leads of a project on designing inclusive assessments by including neurodivergent student voices.

Would you like to contribute to this blog? Please get in touch by emailing inclusive.assessments@imperial.ac.uk or vbhute@ic.ac.uk.