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In a 1‐credit evolving STEM Community and Identity course, low‐income and neurodivergent students participate in cohort activities to build community and develop their professional STEM portfolios. The strengths‐based Birkman Method personality survey is used to enhance STEM identity and clarify communication and work styles. This course involves collaboration between STEM faculty, education faculty, and career counselors. Many neurodivergent students entering college lack confidence and struggle to identify and communicate their strengths, which can affect their academic performance and professional growth. This study documents the benefits of using a common language, based on the Birkman Method, for students, mentors, and career counselors. The language is integrated into the course, mentoring sessions, and students' professional portfolios. As a result, students feel a stronger sense of belonging within their cohort and build more meaningful connections with mentors and career counselors. The Birkman Method also helps neurodivergent students take a more informed approach to job searching, improving their morale, mental health, and employment retention. This paper outlines activities designed to foster a community of scientific thinkers and support professional development at all academic levels of postsecondary education. 

The increasing recognition of neurodiversity (ND) within science, technology, engineeringand mathematics (STEM) fields has led to a growing demand for inclusive educationalpractices that support neurodivergent scholars. This paper explores the impact ofmentorship, career counseling, and the use of strengths-based assessments, such as theBirkman® assessment, on the career readiness of neurodivergent students at LandmarkCollege’s S-STEM program. Using social cognitive career theory (SCCT) as a framework,we analyze longitudinal data from program participants, highlighting an increase ininternship participation and career confidence. Interviews with recent graduates reveal keychallenges in the post-graduation transition period, the role of professional networks, andthe importance of near-peer mentoring in career persistence. The study underscores thecritical need for structured post-graduate support and proposes a near-peer mentorshipmodel to facilitate career integration for neurodivergent STEM graduates. Findingscontribute to the growing literature on ND inclusion in STEM and offer actionable insightsfor higher education institutions. 

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.