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Despite the adaptive strengths and unique problem-solving skills demonstrated by neurodivergent (ND) individuals, they remain underrepresented in Science, Technology, Engineering and Mathematics (STEM) fields. High unemployment rates among individuals with disabilities emphasize the need for addressing barriers to entry and persistence in the workforce. This study introduces a program designed to enhance opportunities for neurodivergent STEM scholars with financial needs, supported by the National Science Foundation (NSF). The program involves: 1) a weekly cohort course to engage in professional development, 2) use of the Birkman Method® survey to help scholars identify and communicate strengths, fostering self-awareness and growth, and 3) one-on-one mentoring with STEM faculty and career counselors to assist students in identifying and pursuing internship opportunities and developing career paths. This paper, co-written by cohort scholars, highlights the program’s successes, to date, in facilitating internships for neurodivergent students, addressing challenges associated with executive function, and providing ongoing support through cohort activities and mentorship. Overall, the program seeks to bridge the gap between neurodivergent scholars and STEM opportunities.
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This content will become publicly available on April 4, 2026
Supplementing STEM Career Mentoring Through Biweekly Opportunity Emails
West Virginia University (WVU) is a large R1 land grant institution with a multitude of STEM majors that include students from underrepresented demographics (e.g., rural, low-income/Pell grant eligible, first-generation, Hispanic, African American). Though first- and second-year instructors of STEM classes are expert teachers within their respective disciplines, the large enrollment nature of these classes limits ongoing career mentoring between instructors and their students. Likewise, STEM students are supported by dedicated disciplinary advisors, but these advisors meet with large numbers of advisees (40+) and may need to limit their discussions to academic scheduling and financial aid. To broaden connections between STEM students and faculty/staff and to provide ongoing career mentoring which in turn promotes STEM belonging (fit), career readiness, and persistence, a series of emails detailing STEM-focused opportunities of potential interest were sent to select underrepresented STEM students during each academic semester from fall 2022 to spring 2025. Opportunities include listings of paid summer undergraduate research at national labs and institutions and abstract submissions for institutional, statewide and national symposia. At several time points, a survey was sent to collect information from email recipients on their self-reported impressions and usefulness of the biweekly emails. The nature of this change work was captured by a Plan-Do-Study-Act. Its progression from basic to professional formatting will be discussed along with aggregate responses from the survey.
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- PAR ID:
- 10594864
- Publisher / Repository:
- PKP Publishing Services Network
- Date Published:
- Journal Name:
- Proceedings of the West Virginia Academy of Science
- Volume:
- 97
- Issue:
- 2
- ISSN:
- 0096-4263
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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