Cognitive Diversity Survey

1. This resource can be used as a self-assessment to create a snapshot of the strengths and challenges of a given section of a course, or to look at patterns of challenge and strength among student cohorts.
   Before sharing this resource, explain what students can gain from completing it.

1. 1. Independent use can facilitate self-awareness and self-advocacy.
   2. Shared results can support responsive teaching practices.
2. Point out how knowing one’s strengths and challenges can make it easier to plan for success. E.G. If I know that the way I experience emotions impacts my learning, I can seek strategies that strengthen emotional regulation.
3. Be sure to note the resource is not diagnostic and that those interested in formal diagnosis of cognitive differences should connect with the Office of Accessibility Resources to learn about that process.
4. Consider highlighting the value of diverse cognition by explaining how biodiversity informs the idea of neurodiversity.
5. Acknowledge that despite the value of cognitive difference, many conventional teaching practices favor neurotypical ways of processing information.

To facilitate use as a self-assessment or as a think-pair-share activity:

1. Review the survey template (see Resources tab) and make changes according to your needs.
2. After giving students time to complete the survey, encourage them to reflect on their results.
3. Consider posing questions that focus on one or two discrete, application-focused responses. Such questions can be used for self-reflection or as part of a think-pair-share activity.

For example:

1. Look at your responses for questions 1 through 4. Were there any questions for which you agreed or strongly agreed to more than one statement? If so, what is one strategy you have used to respond to challenges in that area? Name two strategies you have not tried that might be useful for someone experiencing these challenges.
2. Look at your responses for questions 5 through 7. Were there any questions for which you agreed or strongly agreed to more than one statement? If so, what is one way you have made use of this strength in your academic work? If not, describe one way your thinking, processing, or perceiving seems to differ from the majority. What is one way this difference contributes to your work as a student?

To facilitate responsive instruction or to increase awareness of class strengths and challenges:

1. Review the survey template (see Resources tab) and make changes according to your needs.
2. Consider adding a question that asks students to identify a practice that might support their success (e.g. one classroom or instructor practice that has supported their success in the past).
3. In Microsoft Forms, select the gear icon to access Settings. According to your interest, ensure that “record name” is selected or unselected.
4. Share the link and explain how knowing students’ challenges and strengths supports responsive instruction. For example,  if I know >25% of my students struggle with time and task management, I may break large assignments into multiple parts and provide project checklists and mini deadlines).
5. Provide a deadline and reminders as needed.
6. After the form has been completed, access Forms in Microsoft 365 and select Responses to review the results.
7. Use the results to identify one or two areas of greatest need and greatest strength.
8. Take your cue from the prompts, use the CITE bank, connect with colleagues, or meet with the Office of Accessibility Resources staff to learn about Universal Design for Learning strategies and tools that will help address that need or make use of that strength. For example, if a high proportion of your students indicate they do better with concrete examples, become overwhelmed by emotions, or do better when they can move around, consider using concrete examples when explaining new concepts, taking a few minutes at the beginning of each week to share an emotional regulation strategy, or integrating movement breaks into your class schedule.