I think non-classroom educators can benefit a lot from taking a neurodiversity perspective. It might be very helpful, for example, for an advisor to know more about what the identity of "neurodivergent" might mean to a student, as many more students are identifying as neurodivergent.

I see some overlaps between what these courses provide and what some of the fee-based support programs provide (coaching, executive functioning support, peer support, defined study times)

Not to say that some institutions don't inherently do better with respect to adjuncts, just assuming having a union has a lot to do with the work conditions in this situation

Thanks Peter! I'd ideally like my posts to by "CC-BY-NC," but I see substack automatically adds the author's copyright. I edited the post you referenced with a CC-BY-NC license, and your colleague can feel free to adapt and cite me as the original author (link to my substack/website would be great!)

Thank you Peter! I'm really glad these are helpful. Also very open to responses/critiques if people have other perspectives

Thanks for sharing! If you are interested in more thoughts on the complexity of active learning, I also have this post beyondthescope.substack.com/p/the-asteri...

The asterisk to "Active Learning"

There are more caveats and limitations in the "active learning" conversation than we often mention. Maybe it is time to mention them.

I also had a summary/expansion post on my newsletter beyondthescope.substack.com/p/group-work... This is a topic I am excited to do more work on, and I would love to here more from you if you're interested too

Group work, participation, and neurodiversity

Part one of a two-part series

Just trying to find a way to keep in touch with folks as I have found that linkedin has become my main social media place

Yeah I think I agree! I think that is probably one of the best uses of backward design: basically, a strategy to help the instructor structure and clarify what *they* are bringing to the course in terms of intended intended outcomes. Students may be bringing different experiences and goals in too

Yes! The talk is a lot about history of neurodiversity, and not about higher ed specifically. I have had a bunch of k-12 educators come and get something out of the talk