Connie M Syharat
Biographic Data
| ID | 9980481 |
|---|---|
| NAME | Connie M Syharat |
| GIVEN NAMES | Connie M |
| FAMILY NAME | Syharat |
| SIGNATURE | SYHARAT C M |
| AFFILIATIONS | University of Connecticut |
| ORCID | 0000-0002-7913-863X |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
“A supplement, not a substitute” - relational experiences of neurodiverse graduate students with an AI Virtual Mentor
Introduction Neurodiverse students in graduate STEM programs often lack access to affirming support. Large language models (LLMs) may offer a flexible supplement to traditional advising; however, little is known about how neurodiverse students perceive these tools or how prior experiences shape engagement. This study explores how neurodiverse graduate students perceived an LLM-powered Virtual Mentor tool, including how mindsets shaped engagement …
Writing experiences of neurodiverse students in graduate STEM programs
Background Despite efforts to increase the participation of marginalized students, neurodivergent students remain underrepresented in graduate STEM programs. Prior research shows that these students often experience challenges related to key aspects of writing. The objective of this qualitative study is to deepen understanding of the writing experiences, strengths, and challenges of neurodivergent students pursuing graduate degrees in STEM fields…
“It Seems Like I’m Doing Something More Important”—An Interpretative Phenomenological Analysis of the Transformative Impact of Research Experiences for STEM Students with ADHD
Recent studies have suggested a link between attention deficit hyperactivity disorder (ADHD) and increased creativity and ingenuity. Clinical work suggests that individuals with ADHD generally gravitate toward exploratory rather than exploitative thinking. Yet, these theories have not been tested in the field. This paper is a case study of a transformative undergraduate summer research program that allows engineering students with ADHD to spend 1…
Reframing neurodiversity in engineering education
A growing body of literature suggests that neurodiverse learners may possess assets that are highly desirable within engineering disciplines. Even so, despite the potential of neurodiverse individuals to contribute to innovation in science and engineering, neurodiverse students, such as those with attention deficit hyperactivity disorder (ADHD), autism, or dyslexia, remain highly underrepresented in engineering majors. We argue that the predomina…
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Reframing neurodiversity in engineering education
A growing body of literature suggests that neurodiverse learners may possess assets that are highly desirable within engineering disciplines. Even so, despite the potential of neurodiverse individuals to contribute to innovation in science and engineering, neurodiverse students, such as those with attention deficit hyperactivity disorder (ADHD), autism, or dyslexia, remain highly underrepresented in engineering majors. We argue that the predomina…
Writing experiences of neurodiverse students in graduate STEM programs
Background Despite efforts to increase the participation of marginalized students, neurodivergent students remain underrepresented in graduate STEM programs. Prior research shows that these students often experience challenges related to key aspects of writing. The objective of this qualitative study is to deepen understanding of the writing experiences, strengths, and challenges of neurodivergent students pursuing graduate degrees in STEM fields…
“It Seems Like I’m Doing Something More Important”—An Interpretative Phenomenological Analysis of the Transformative Impact of Research Experiences for STEM Students with ADHD
Recent studies have suggested a link between attention deficit hyperactivity disorder (ADHD) and increased creativity and ingenuity. Clinical work suggests that individuals with ADHD generally gravitate toward exploratory rather than exploitative thinking. Yet, these theories have not been tested in the field. This paper is a case study of a transformative undergraduate summer research program that allows engineering students with ADHD to spend 1…
“A supplement, not a substitute” - relational experiences of neurodiverse graduate students with an AI Virtual Mentor
Introduction Neurodiverse students in graduate STEM programs often lack access to affirming support. Large language models (LLMs) may offer a flexible supplement to traditional advising; however, little is known about how neurodiverse students perceive these tools or how prior experiences shape engagement. This study explores how neurodiverse graduate students perceived an LLM-powered Virtual Mentor tool, including how mindsets shaped engagement …
Pedagogy (3 works) · Psychology (3 works) · Social Psychology (3 works) · Creativity (2 works) · Graduate students (2 works) · Thematic analysis (2 works) · Transformative learning (2 works) · Artificial Intelligence in Healthcare and Education (1 works) · Assistive Technology in Communication and Mobility (1 works) · Attention Deficit Hyperactivity Disorder (1 works)