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When Goli Nossoni, Ph.D. first imagined a new kind of undergraduate research experience, it focused on unified, interdisciplinary research involving students, the environment, and engineering. Specifically, it was about creating an environment where students with learning disabilities could thrive in STEM.

�Ӱ�ԭ��This idea is grounded in our conviction that engineers have a responsibility to address the environmental challenges of our time,�Ӱ�ԭ�� said Dr. Nossoni, professor of civil engineering and principal investigator of the newly funded National Science Foundation- supported Research Experiences for Undergraduates(REU) site at the University of New Haven. �Ӱ�ԭ��And all engineering problems need diverse ways of thinking.�Ӱ�ԭ��

Titled Building a Greener Future: Sustainable Construction Research for Empowering Students with Learning Disabilities, the three-year REU program aims to do exactly that�Ӱ�ԭ��advance sustainability while also supporting neurodivergent students, such as those with ADHD, dyslexia, and autism, through mentorship, research, and career preparation.

Each summer, eight students from across the U.S., including up to three from the University, will take part in the program. Working alongside faculty mentors, they�Ӱ�ԭ��ll conduct research on topics such as 3D concrete printing, solid waste combustion, water systems for Net Zero shelters, and rapid construction modeling.

�Ӱ�ԭ��This program is designed to say, �Ӱ�ԭ��You belong here,�Ӱ�ԭ���Ӱ�ԭ�� said Dr. Nossoni. �Ӱ�ԭ��It offers a powerful opportunity to support neurodivergent students by creating a space where they can see themselves as researchers, leaders, and changemakers.�Ӱ�ԭ��

According to Reihaneh Samsami, Ph.D., P.E., co-principal investigator and assistant professor of civil engineering, the program is uniquely positioned at the University of New Haven because of its culture of support.

�Ӱ�ԭ��This program is designed to create a supportive environment where students with learning disabilities can thrive,�Ӱ�ԭ�� said Dr. Samsami. �Ӱ�ԭ��They can contribute to real-world engineering challenges and gain confidence in their future careers.�Ӱ�ԭ��

One critical partner is the University�Ӱ�ԭ��s Accessibility Resources Center (ARC), which provides specialized support for students with learning differences. Through this collaboration, the REU program offers wraparound support that helps students grow academically and personally.

Workshops will cover everything from communication and research ethics to self-advocacy and navigating STEM careers. Participants will also hear from guest speakers�Ӱ�ԭ��successful engineers with disabilities and neurodivergent professionals�Ӱ�ԭ��who will share their journeys.

�Ӱ�ԭ��Our goal is for each student to gain not only technical skills but also the confidence and self-awareness they need to navigate STEM careers with pride and purpose,�Ӱ�ԭ�� said Dr. Nossoni.

�Ӱ�ԭ��Advocate for yourself,�Ӱ�ԭ�� she added. �Ӱ�ԭ��Speak up about what you need. Your contributions are essential to building a greener future�Ӱ�ԭ��one that is stronger because of the different minds behind it.�Ӱ�ԭ��

Over the course of three summers, REU participants will be directly involved in rigorous, hands-on engineering projects, some of which tackle urgent global issues.

�Ӱ�ԭ��We�Ӱ�ԭ��re addressing real-world challenges, including the infrastructure impacts of war, climate change, and refugee crises,�Ӱ�ԭ�� said Dr. Nossoni.

One goal is to develop �Ӱ�ԭ��Net Zero shelters that can be rapidly deployed in the aftermath of natural or human-made disasters,�Ӱ�ԭ�� she continued. " These shelters must be entirely self-sustaining and capable of operating off-grid using renewable energy and sustainable water systems.�Ӱ�ԭ��

While the project is centered on civil and environmental engineering, it is applicable to students from multiple disciplines, such as chemical and mechanical engineering, chemistry, construction management, and geosciences.

�Ӱ�ԭ��The integration of diverse disciplines will strengthen collaboration and innovation,�Ӱ�ԭ�� said Dr. Samsami. And neurodivergent students �Ӱ�ԭ��bring creative, out-of-the-box solutions�Ӱ�ԭ�� that are essential, she said.

For Dr. Nossoni, this program represents more than a single grant or a summer initiative. It�Ӱ�ԭ��s part of a larger movement she hopes the University will continue to lead.

She noted slow progress in making engineering research more inclusive. �Ӱ�ԭ��In some cases, it feels like we�Ӱ�ԭ��re moving backward.�Ӱ�ԭ��

To help address this, the REU team will bring in students through national recruitment efforts from a wide range of colleges and universities�Ӱ�ԭ��including those with fewer research opportunities or less access to disability resources. The goal is to create a truly inclusive, nationwide cohort.

By building a program that centers around accessibility, equity, and innovation, the faculty hope to leave a lasting impact on both the students and the field of engineering as a whole.

�Ӱ�ԭ��This REU is a model for what disability-forward, accessible research programs can look like,�Ӱ�ԭ�� said Dr. Nossoni. �Ӱ�ԭ��I�Ӱ�ԭ��m deeply grateful for the chance to lead this effort.�Ӱ�ԭ��

�Ӱ�ԭ��As a faculty member who lives with a disability, my advice is this,�Ӱ�ԭ�� she added, �Ӱ�ԭ��You absolutely belong in STEM. The sky is the limit.�Ӱ�ԭ��