Marginalising dyslexic researchers is bad for science.

Communication in the sciences is often based on text, which places researchers with dyslexia at a disadvantage. However, this means that science is missing out on the original insights and specific strengths in exploration that dyslexic researchers bring to their disciplines. Here we discuss how the scientific community can address the challenges that dyslexic researchers face, and how science stands to benefit as a result. We discuss this in the context of a new theoretical framework proposing the existence of complementary learning strategies that could play a key role in scientific progress, particularly with regard to accelerating innovation.

Experiences of neurodivergent students in graduate STEM programs.

Introduction: Despite efforts to increase the participation of marginalized students in Science, Technology, Engineering, and Mathematics (STEM), neurodivergent students have remained underrepresented and underserved in STEM graduate programs. This qualitative study aims to increase understanding of the experiences of neurodivergent graduate students pursuing advanced degrees in STEM. In this analysis, we consider how common graduate school experiences interface with the invisibility of neurological diversity, thus contributing to a set of unique challenges experienced by neurodivergent students. Materials and methods: In this qualitative study, 10 focus group sessions were conducted to examine the experiences of 18 students who identify as neurodivergent in graduate STEM programs at a large, research-intensive (R1) university. We used thematic analysis of the transcripts from these focus groups to identify three overarching themes within the data. Results: The findings are presented through a novel model for understanding neurodivergent graduate STEM student experiences. The findings suggest that students who identify as neurodivergent feel pressure to conform to perceived neurotypical norms to avoid negative perceptions. They also may self-silence to maintain stability within the advisor-advisee relationship. The stigma associated with disability labels contributes a heavy cognitive and emotional load as students work to mask neurodiversity-related traits, navigate decisions about disclosure of their neurodivergence, and ultimately, experience significant mental health challenges and burnout. Despite these many challenges, the neurodivergent graduate students in this study perceived aspects of their neurodivergence as a strength. Discussion: The findings may have implications for current and future graduate students, for graduate advisors who may or may not be aware of their students' neurodivergence, and for program administrators who influence policies that impact the wellbeing and productivity of neurodivergent students.

The interplay of ADHD characteristics and executive functioning with the GPA and divergent thinking of engineering students: A conceptual replication and extension.

Characteristics of attention-deficit hyperactivity disorder (ADHD) and executive functioning difficulties have been found to correspond with poorer academic outcomes on the one hand and enhanced divergent thinking on the other hand. The current study was conducted to better understand the relationship between ADHD characteristics, executive functioning difficulties, divergent thinking, and academic outcomes by conceptually replicating and expanding on a previous study. Undergraduate engineering students (N = 199) at a public university in the northeastern United States completed self-report measures of ADHD characteristics and daily executive functioning, as well as divergent thinking (figural and verbal) and intelligence quotient (IQ) tests. The results of a series of multiple regression models showed that (1) executive functioning difficulties negatively, and non-verbal IQ and figural divergent thinking positively, predicted engineering grade point average (GPA; obtained from the university registrar's office), (2) GPA and verbal IQ positively predicted figural divergent thinking scores, and (3) verbal IQ positively predicted verbal divergent thinking scores. A series of multiple regression models testing the assertion that controlling for IQ would strengthen the relationship between divergent thinking and ADHD characteristics or executive functioning were not supported but did show associations between select components of characteristics and divergent thinking. Taken together, these results support previous conclusions that students with ADHD characteristics and executive functioning difficulties may struggle academically yet exhibit select enhanced divergent thinking abilities.

Mechanical Characteristics of Hybrid Composites with ±45° Glass and 0°/90° Stainless Steel Fibers.

Lack of energy dissipation is one of the shortcomings of conventional glass fiber reinforced composites. The addition of steel fibers to the conventional FRP composite to create a hybrid composite has been recently investigated as an option to address this limitation. The current literature is limited to composites reinforced with metal and non-metal fibers of the same alignment. In this study, hybrid and nonhybrid FRP composites of different layups, fiber content, and weave type were manufactured and subjected to hysteretic tensile loads. Woven glass fabrics in ±45° orientation were hybridized with unidirectional stainless steel fabrics in 0° and 90° orientations. This put the glass and steel layers in in-plane shear and normal stresses, respectively. The nonlinear stress⁻strain relationship, residual plastic strains, energy dissipation capability, and failure mechanisms of hybrid and nonhybrid composite type were compared. The hybrid composites presented improved energy dissipation, tensile strength, and stiffness when compared to nonhybrid ones. The applicability of an existing constitutive model that was originally developed for in-plane shear of conventional composites was investigated and refinements were proposed to present the hysteretic stress⁻strain relationship after addition of steel fibers. The refined model captured the increased plastic strain values and energy dissipation because of stainless steel fibers in the hybrid composite samples. An Armstrong⁻Frederick plasticity model was implemented to model the stress⁻strain relationship of the stainless steel composite samples.

Mechanical Behavior of Stainless Steel Fiber-Reinforced Composites Exposed to Accelerated Corrosion.

Recent advancements in metal fibers have introduced a promising new type of stainless steel fiber with high stiffness, high failure strain, and a thickness < 100 µm (<0.00394 in.) that can be utilized in a steel fiber-reinforced polymer. However, stainless steel is known to be susceptible to pitting corrosion. The main goal of this study is to compare the impact of corrosion on the mechanical properties of steel fiber-reinforced composites with those of conventional types of stainless steel. By providing experimental evidences, this study may promote the application of steel fiber-reinforced composite as a viable alternative to conventional metals. Samples of steel fiber-reinforced polymer and four different types of stainless steel were subjected to 144 and 288 h of corrosion in ferric chloride solution to simulate accelerated corrosion conditions. The weight losses due to corrosion were recorded. The corroded and control samples were tested under monotonic tensile loading to measure the ultimate stresses and strains. The effect of corrosion on the mechanical properties of the different materials was evaluated. The digital image correlation (DIC) technique was used to investigate the failure mechanism of the corrosion-damaged specimens. Overall, steel fiber-reinforced composites had the greatest corrosion resistance.

Mechanical Behavior of Hybrid Glass/Steel Fiber Reinforced Epoxy Composites.

While conventional fiber-reinforced polymer composites offer high strength and stiffness, they lack ductility and the ability to absorb energy before failure. This work investigates hybrid fiber composites for structural applications comprised of polymer, steel fiber, and glass fibers to address this shortcoming. Varying volume fractions of thin, ductile steel fibers were introduced into glass fiber reinforced epoxy composites. Non-hybrid and hybrid composite specimens were prepared and subjected to monolithic and half-cyclic tensile testing to obtain stress-strain relationships, hysteresis behavior, and insight into failure mechanisms. Open-hole testing was used to assess the vulnerability of the composites to stress concentration. Incorporating steel fibers into glass/epoxy composites offered a significant improvement in energy absorption prior to failure and material re-centering capabilities. It was found that a lower percentage of steel fibers (8.2%) in the hybrid composite outperformed those with higher percentages (15.7% and 22.8%) in terms of energy absorption and re-centering, as the glass reinforcement distributed the plasticity over a larger area. A bilinear hysteresis model was developed to predict cyclic behavior of the hybrid composite.