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A shortage in the science, technology, engineering, and mathematics (STEM) workforce has made it clear that STEM educators should adjust their teaching pedagogy to engage and retain students by improving student interest in STEM fields. Furthermore, in addition to discipline-based knowledge, students must learn the soft skills employers value to increase employability. Project-based learning (PBL), a student-centered teaching method in science labs, is a strategy that encourages students to create their projects while applying soft skills. This article demonstrates that integrating and implementing PBL in a biotechnology lab enhances knowledge and increases student retention and employment rates.
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Supporting Students with an Autism Spectrum Disorder in Engineering: K-12 and Beyond
Individuals with disabilities, including individuals with an autism spectrum disorder (ASD), are underrepresented in science, technology, engineering, and mathematics (STEM) fields. With the importance of STEM skills in future employment and other disciplines, effective instructional strategies must be identified to enhance early and sustained access to STEM for students with ASD. However, the literature identifying effective STEM-specific supports and practices for this population of students is sparse and regarding engineering, there are no empirical studies that focus on teaching engineering skills to students with ASD. Therefore, the article aims to provide an overview of the available literature on the perspectives of engineering educators and suggested strategies aimed at supporting students with ASD in K-12 instruction and higher education. Additionally, recommendations regarding employment preparation and shifting the workplace environment to support individuals with ASD are presented. The available literature reveals limitations and implications for future research including the presentation of the voices of individuals with ASD across the spectrum. Furthermore, there continues to be work that must be done to prepare educators, employers, peers, and colleagues to better understand the disability and support individuals with ASD in all contexts.
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- PAR ID:
- 10345304
- Date Published:
- Journal Name:
- Journal of Science Education for Students with Disabilities
- Volume:
- 24
- Issue:
- 1
- ISSN:
- 1940-9923
- Page Range / eLocation ID:
- 1 to 21
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.14448/jsesd.13.0011
