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is one of the only accredited colleges in the U.S. designed for neurodivergent students, including those with ADHD, autism or executive function challenges. Christin Monroe is an assistant professor of chemistry at Landmark and is a valuable source of expertise for those seeking to make science and classrooms more inclusive.

This interview has been edited for clarity.

How did you find yourself at Landmark College?

Monroe: While earning a Ph.D. in chemistry from Princeton University, I realized that lab work would never get me up in the morning. Instead, science outreach helped get me through the ups and downs of research. I ended up leaving before my dissertation was submitted and worked for the New Hampshire Upward Bound program for two and a half years (a program for high school students from low-income households that are potential first generation college students). This experience taught me so much, such as the fact that students deserve to be given grace and the benefit of the doubt.

This experience was overall positive, and I had supportive bosses who encouraged me to return to chemistry, so I took their advice. I became an adjunct, finished my Ph.D. and started applying for faculty positions. The one at Landmark popped up, and it felt like a good fit. I applied and got the job.

How do you structure your classes?

Monroe: At Landmark, we recognize that many of our students face executive function challenges (difficulty starting or completing tasks, poor time management, being easily distracted and more). To address this, we build our classes to minimize the impact of these challenges on their learning and overall grades. My goal is to create an environment where, if the student has the ability, they are likely to succeed and progress with their degree.

I can't tell my students how they learn best. Instead, I give them a variety of ways to engage with the content. For example, I assign videos as homework; these videos are made with and include embedded questions for them to complete. This helps lower the activation energy — students can easily find the video and don’t also need to find a separate worksheet.

In class, we review the video content and then engage in active learning activities. Each classroom has a pile of small whiteboards. I circle the room during activities and use them to draw and explain things to students, and students use them as well. We have small class sizes — typically between 12 and 16 students, which makes it easier to give students this one-on-one attention.

Landmark College

Christin Monroe, an assistant professor of chemistry at Landmark College, (right) explains DNA base pairing to a student Rose Heathcliff (left) in her chemistry laboratory.

How do you assess your student’s learning?

Monroe: Many of my students struggle with perfectionism, where getting stuck on one problem can prevent them from moving forward. I’ve seen students working in front of me and then never turning the assignment in because they would rather risk getting a zero than face perceived judgment for getting something wrong. To combat this, I use an online platform () that gives instructors the option to allow unlimited attempts on questions while tracking their grades as they go.

This system helps students know how they're doing without being penalized for getting stuck. The immediate grade feedback helps them develop a better sense of when to spend more time on a topic or when they are OK to stop. These are important skills for my students, because many have been in environments where they haven't been successful academically, so they haven’t yet developed this kind of self-assessment.

To help them further, I use three deadlines. If an assignment isn’t turned in within two weeks a placeholder zero is entered, but they can still submit the work. Then I have a mid-semester and end-of-semester cutoff. Students can also choose to revise their work for a better grade.

When I review final grades, I still see a decent bell curve. Not all students earn A’s, but they all have the same access to succeed.

How do you build positive relationships with your students?

Monroe: Other faculty at Landmark have taught me to model my imperfections and lean into them. If I am having a bad day, I am honest about that. Jumping right into learning chemistry can be hard for my students, especially if they have something on their minds. This can prevent full participation. I give them space to share, and I acknowledge moments of distractibility as they arise.

For example, one time during lab a bobcat ran up the driveway. One of my students was really into animal science, and he was excited to see the bobcat. Soon, other students went to the windows too. Instead of trying to force them to focus we took a bobcat break. Afterward, we were able to refocus on the chemistry topic.

I also build in catch-up days when there is no new material. This is a day for students to catch up on work and receive extra help. During these sessions, I often pull students into my office one-on-one to check in with them and see how everything is going.  I do it for all students, whether they have an A or an F.

What should people know about neurodivergent students in STEM?

Monroe: The difference between neurodiversity and neurodivergence is important. Neurodiversity refers to the whole bell curve. Neurodivergence refers to the edges of the bell curve, those who have skills and abilities above and/or below the average. Someone who is neurotypical would be in the center of the curve. At Landmark, we often discuss how the world is designed for the “average” person, which means if you are not an average person, then the world wasn't built for you. I’ve consistently found that students have the underlying skills needed to succeed. It is like static on a TV — there's still a signal behind it, but it's blocked. It is similar for these students; it is sometimes hard to see their skills through the static. Accommodations or adaptations that help remove the static, allowing students to show their abilities and ensure everyone has equal access to education.

There is also a thought that neurodivergence isn't a form of disability. I know that there are a lot of stigmas about disability, but that needs to change. If you don't acknowledge the barriers and challenges these students face, then you may trigger masking (a defensive behavior where a person conceals their natural personality or behavior). I've had students who mask so well that I don't see the challenges they’re facing until things fall apart. One of my colleagues always says, “A blind man is not disabled in the cave, and a blind man is your best friend in a cave.”  Similarly, a neurodivergent person may appear neurotypical in certain environments, either because of masking or because the environment hasn’t presented specific challenges. This does not mean they do not need or deserve support.

At the same time, neurodivergent people problem-solve differently, which offers a valuable perspective in STEM. So, we need to get away from looking at those with disabilities as less than, but as those with differences we can support so they can tap into their potential.

Finally, there are still stereotypes about neurodivergence, such as the misconception that those who are autistic lack feelings or gratitude. This is not true. In fact, many of the students I work with feel deeply. They just express these feelings differently. A colleague once pointed out that while autistic students might not say thank you, they will often show engagement and gratitude in other ways. For example, some students have made my lab their comfort zone, even when they don’t have class. They’ll walk into the building in the morning, drop their stuff and hang out in the space. This is how they show engagement and gratitude. You can reframe your perception of engagement to allow you to see the many ways a student may show they’re engaged and grateful.

What resources do you suggest for more information?

Monroe: One of the books we read on campus was which helps you think differently about how we measure learning. Landmark also offers publicly available . These resources helped me understand the concept of executive function and cognitive load, two foundational concepts that influence how many learning differences manifest. This knowledge helps shape the way I teach and interact with students.

I also use the with my students as part of a on which I’m the principal investigator. The Birkman survey can help provide students with language they can use to reframe neurodivergent traits that might be stereotypically bad into positives.  

Finally, prioritize professional development tied to these topics, such as learning what accommodations are and more about neurodivergence.