Current Neurodiversity Research
At Cornell University
None currently, please check back soon!
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From Outside Cornell
Examining Intercultural Competence in Faculty and Student Relationships in Higher Education
About the Investigator: This study is led by Kim Benowski in her role as an EdD candidate in the Department of Learning and Instruction at the University of Buffalo’s Graduate School of Education. She also works at Cornell as an instructional designer/developer in the Center for Teaching Innovation (CTI) and is the former co-chair of the Cornell Online Learning Community.
Purpose: Add to a body of knowledge on the topic of intercultural competence specifically by exploring its impact on teaching and student engagement, and identify teaching strategies that faculty with strong intercultural competence use to engage all students, including neurodiverse learners.
Eligibility: Eligible participants must have experience teaching undergraduate or graduate students, preferably from diverse backgrounds, including neurodiversity.
Participatory Research Statement: The investigator for this study is also a Cornell staff member who supports and participates in Neurodiversity at Cornell efforts.
What to Expect: All interactions will take place during the 2025-2026 academic year and are estimated to take around 2½ hours in total, per participant. Participation is voluntary and will not affect employment. There is no compensation for participation.
More Information:
Flyer: https://docs.google.com/document/d/1o1e7Ox6yfES-ezL3t7JTdmG1cUKBMSTfbI1Jz1eeH_I/edit?usp=sharing
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About the Investigator: This study is led by Kim Benowski in her role as an EdD candidate in the Department of Learning and Instruction at the University of Buffalo’s Graduate School of Education. She also works at Cornell as an instructional designer/developer in the Center for Teaching Innovation (CTI) and is the former co-chair of the Cornell Online Learning Community.
Purpose: Add to a body of knowledge on the topic of intercultural competence specifically by exploring its impact on teaching and student engagement, and identify teaching strategies that faculty with strong intercultural competence use to engage all students, including neurodiverse learners.
Eligibility: Eligible participants must have experience teaching undergraduate or graduate students, preferably from diverse backgrounds, including neurodiversity.
Participatory Research Statement: The investigator for this study is also a Cornell staff member who supports and participates in Neurodiversity at Cornell efforts.
What to Expect: All interactions will take place during the 2025-2026 academic year and are estimated to take around 2½ hours in total, per participant. Participation is voluntary and will not affect employment. There is no compensation for participation.
More Information:
Flyer: https://docs.google.com/document/d/1o1e7Ox6yfES-ezL3t7JTdmG1cUKBMSTfbI1Jz1eeH_I/edit?usp=sharing
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Perceptions of Career Development Services among Students with Neurodiverse Disabilities in U.S. Higher Education Institutions: A Comparative Analysis of Student and Staff PerspectivesAbout the Investigator: This study is led by Ola Abdalla, an Executive Doctorate in Higher Education Management candidate at the University of Pennsylvania’s Graduate School of Education. The study is additionally supervised by her dissertation chair, Ann E. Tiao, Adjunct Professor at the Policy, Organizations, Leadership, and Systems Division of Penn GSE. Abdalla is a senior career development specialist with extensive experience designing and evaluating services that support inclusive student success and equitable access to career opportunities.
Purpose: The purpose of this qualitative research project is to explore how undergraduate neurodiverse students perceive and experience career development services at their universities. By gathering student feedback, the study aims to identify barriers, enablers, and areas for improvement in supporting students’ career readiness and transition to the workforce.
Eligibility: Participants must:
– Identify as neurodivergent (e.g., autism, ADHD, dyslexia, dyspraxia, etc.)
– Be currently enrolled in an undergraduate program at a U.S. R1 research university
– Have accessed or attempted to access any form of career development service (e.g., career advising, internships, career fairs, workshops, coaching).
Participatory Research Statement: This study is informed by consultations with neurodivergent individuals and advisors at university disability and career services offices to promote accessibility, respect, and empowerment. Participants’ lived experiences will help shape recommendations that directly benefit neurodivergent learners. Their voices are centered as essential expertise that will guide future improvements in service design and policy.
Compensation: Each participant will complete a 20–30 minute recorded Zoom or in-person interview and will receive a $20 Visa gift card as a thank-you for their time and contribution.
More Information:
Flyer: https://drive.google.com/file/d/1oVaSfn6kkekhOJ6UmaapmGvlNIa057lD/view?usp=sharing
Email: oabdalla@upenn.edu
Phone: 267-596-9519
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Purpose: The purpose of this qualitative research project is to explore how undergraduate neurodiverse students perceive and experience career development services at their universities. By gathering student feedback, the study aims to identify barriers, enablers, and areas for improvement in supporting students’ career readiness and transition to the workforce.
Eligibility: Participants must:
– Identify as neurodivergent (e.g., autism, ADHD, dyslexia, dyspraxia, etc.)
– Be currently enrolled in an undergraduate program at a U.S. R1 research university
– Have accessed or attempted to access any form of career development service (e.g., career advising, internships, career fairs, workshops, coaching).
Participatory Research Statement: This study is informed by consultations with neurodivergent individuals and advisors at university disability and career services offices to promote accessibility, respect, and empowerment. Participants’ lived experiences will help shape recommendations that directly benefit neurodivergent learners. Their voices are centered as essential expertise that will guide future improvements in service design and policy.
Compensation: Each participant will complete a 20–30 minute recorded Zoom or in-person interview and will receive a $20 Visa gift card as a thank-you for their time and contribution.
More Information:
Flyer: https://drive.google.com/file/d/1oVaSfn6kkekhOJ6UmaapmGvlNIa057lD/view?usp=sharing
Email: oabdalla@upenn.edu
Phone: 267-596-9519
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