INTRODUCTION

Promoting diversity in engineering education has been a major initiative of both NSF and ASEE in recent years. Encouraging and facilitating diversity and inclusion may contribute to greater social equity, reduced opportunity costs, and greater creativity in the field of engineering. Indeed, there is ample evidence that diversity improves the productivity and creativity of teams through varied perspectives, experiences and interpretations (Page, 2008;Stahl et al., 2010). However, there is little awareness of the potential contributions of neurodiverse individuals, such as those with Attention Deficit Hyperactivity Disorder (ADHD). ADHD has been defined by the American Psychological Association as a neuropsychological condition characterized by a persistent pattern ofinattention, hyperactivity, and/or impulsivity (Association, 2013). However, ADHD has been shown to be associated with creativity, innovation, and risk-taking all of which are critical skills for engineers to tackle the multifaceted challenges of the future (Abraham et al., 2006;Shaw & Brown, 1990;White & Shah, 2006). While these traits are all potential assets in the field of engineering, individuals with ADHD are extremely underrepresented in engineering programs.

One reason for the low prevalence of students with ADHD in engineering programs is that nontraditional thinkers often struggle within the confines of the traditional education curriculum. One study