A new peer-reviewed article co-authored by four Landmark College students and Landmark professors Rebecca Matte and Christin Monroe has been published in the Journal of Science Education for Students with Disabilities.
The article, "The Role of Self-Awareness, Advocacy, and Support in STEM Success: Stories from Landmark College's AIE-STEMPLOS Program," appears in the journal’s latest volume and documents how the College's AIE-STEMPLOS program supports neurodivergent scholars pursuing degrees in fields such as Computer Science and Biology.
Part of what makes the publication notable is that student co-authors Anastasio Bonhomme, Jaden Clark, Madison Wan '25, and Gabrielle Woolgar ’25 each contributed their own first-person accounts of the program's impact — making the research itself a demonstration of the student voice and self-advocacy that it celebrates.
Woolgar, a biology major, wrote that when she first expressed interest in STEM earlier in her academic career, she was told she wouldn’t succeed in the field due to her learning difference. “However, I refused to let those doubts define me,” she wrote. “Landmark College has inspired me to explore new opportunities and develop a deeper appreciation for STEM. By fostering advocacy, providing accessible learning resources, and encouraging collaboration, the college creates a space where students can thrive,” Woolgar continued.
Faculty co-authors Rebecca Matte and Christin Monroe, who have led the AIE-STEMPLOS program and published related work on STEM identity and peer mentoring, guided the project alongside their student colleagues. “The AIE-STEMPLOS program at Landmark College exemplifies the power of self-awareness, advocacy, and supportive community in shaping STEM success for neurodivergent students,” the faculty wrote.
The article describes how the program equips neurodivergent STEM scholars with tools for self-advocacy and professional communication, including the Birkman Method® assessment, which helps students understand and articulate their own communication styles. Students in the program also benefit from individualized advising, weekly cohort meetings, internship support, and opportunities to engage with the broader scientific community, such as presenting at academic conferences.
Clark, a computer science major, wrote that the AIE-STEMPLOS program “helped me build confidence and make it possible for me to succeed in the corporate world” as he prepared for an internship at Equinix, a leading technology firm. “During my internship, I was able to advocate for myself using some of the language the Birkman method taught me,” Clark continued.
The AIE-STEMPLOS program also draws on Universal Design for Learning (UDL) principles and strengths-based approaches, creating an accessible and community-centered experience. The article posits that this is critical to enable neurodivergent students not just to persist in STEM, but to thrive.
The full article is available in the Journal of Science Education for Students with Disabilities.