Cognitive diversity in the classroom: the role of attention and engagement in the teaching-learning process in the face of dropout rates in higher education

Contreras, Gastón Sanglier; González, Aurora Hernández; Fernandez, Ines Serrano; Cepa, Carmen B. Martinez; Escobar, Juan Carlos Zuíl; Sanz, Carlos M. Iglesias

doi:10.12988/ces.2022.92081

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“…Los niveles de conocimiento de los alumnos de diferentes países son distintos, sus culturas, su modo de pensar y actuar, esto puede desacelerar la marcha del grupo. La motivación como factor clave del profesor en los alumnos se ha determinado como parámetro fundamental para reducir la tasa de abandono (Sanglier et al, 2022).…”

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7th Virtual International Conference on Education, Innovation and ICT

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2023

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Section: Resultados Y Discusiónunclassified

7th Virtual International Conference on Education, Innovation and ICT

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2023

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Enhancing business education: neurodiversity informed faculty development practices

Alstete,

Meyer,

Beutell

2024

JIEB

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Purpose This paper aims to explore the importance of tailored faculty development for neurodiverse business educators. It focuses on how specialized support can enhance research output, teaching effectiveness and service contributions within the academic community. Design/methodology/approach This paper’s conceptual approach uses elements of autoethnography to inform and support prior theoretical and empirical work. An explication of how neurodiversity can be integrated into faculty development efforts is presented with emphasis on individualized support systems, empathetic mentorship and customized teaching and research support strategies to leverage often unrecognized abilities. Findings The research identifies that neuroatypical faculty possess certain strengths such as heightened problem-solving skills and attention to detail, which, when supported, can significantly enrich the academic environment. However, there is a lack of targeted support mechanisms for, and general awareness of, these faculty. The paper proposes modifications to existing faculty development activities, emphasizing general and individualized approaches to better harness the talents of neurodiverse educators. Practical implications Implementing the proposed strategies will foster an inclusive educational atmosphere while enhancing academic creativity, innovation and productivity. This approach also aligns with important trends in diversity and inclusion, promoting a more equitable and dynamic academic environment. Originality/value This research contributes to the field by extending the discourse on neurodiversity in higher education beyond student-focused initiatives to include faculty development. It provides actionable strategies to create inclusive environments that leverage the cognitive strengths of neurodiverse faculty, a relatively unexplored area in business education.

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Cognitive diversity in the classroom: the role of attention and engagement in the teaching-learning process in the face of dropout rates in higher education

Cited by 2 publications

References 0 publications

7th Virtual International Conference on Education, Innovation and ICT

7th Virtual International Conference on Education, Innovation and ICT

Enhancing business education: neurodiversity informed faculty development practices

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