Neurodiversity and STEM: Rethinking How All Minds Can Thrive
STEM classrooms are rich with potential—and so are the minds that fill them. This session will explore how high school and college level neurodivergent learners, including those with ADHD, autism, and LDs, engage with STEM content in ways that are both innovative and complex.
Participants will gain a deeper understanding of how common neurotype strengths can be leveraged in STEM environments, while also identifying common challenges that can lead to unintentionally negative impacts when not taken into account during instruction and assessment.
This session will offer useful foundations, as well as practical strategies to create more neuroinclusive learning experiences for all students. Whether you're a high school robotics teacher or a community college chemistry instructor, you'll walk away with tools to better support and celebrate neurodiverse thinkers in your classroom.
Research Design for Competitive Proposals
Want to turn a great idea into a fundable research project?
This STRIVE workshop breaks down the core elements of designing STEM and related research with strong grant potential.
Learn how to shape your concept, structure your plan, and set your proposal up for success—whether you’re new to research or looking to sharpen your skills.
STaRS Info Session
Q: What is meant by under-represented institutions? As part of NSF EPSCoR (Established Program to Stimulate Competitive Research) priorities, STRIVE aims to expand research among institutions that have historically received little or no NSF funding. STRIVE prioritizes the inclusion of smaller institutions - such as primarily undergraduate institutions (PUIs) and two-year colleges - as essential partners in building sustainable STEM capacity. These institutions are actively supported through integration into collaborative research and workforce development initiatives.
Q: Is funding limited to one year? A: Yes. STaRS is designed as a one-year (up to 12-months) award cycle. Afterward, applicants are expected to pursue major external funding. The STRIVE operations and administrative team will support awardees by highlighting opportunities and assisting with applications to help secure long-term funding.
Q: Is faculty reimbursement an allowable cost? A: No. Instead, we will help awardees identify larger grants that provide stipends or course-load reduction. We understand that research adds to your workload, and we are working with partner institutions to make it more manageable and sustainable. For example, we will host a vision workshop to guide applicants in designing proposals that integrate student internships and research into courses, reducing faculty burden while still advancing meaningful research.
Q: How strong is the emphasis on benefiting the Vermont STEM and research community? A: Proposals should demonstrate immediate benefits to Vermont students and colleagues. Research done in Vermont inherently strengthens the state’s research ecosystem, even if the subject extends beyond local issues. Projects that both build Vermont’s research capacity and address challenges tied to Vermont’s economy will be especially strong.
Q: What does it mean to be relevant to current STEM debates or workforce needs? A: Current STEM debates include ethical concerns around, for example: AI, automation and job displacement, genetic engineering, sustainability in engineering and agricultural practices, etc. STRIVE also prioritizes equity in STEM education and access to careers. Relevance means aligning research with these ongoing debates while strengthening Vermont higher education’s capacity to address them. STRIVE’s mission is to expand STEM workforce opportunities for Vermonters, therefore projects tackling these issues are strongly encouraged.
STRIVE is funded through the U.S. National Science Foundation EPSCoR Program Award number 2438168
