Dr. Jodi Asbell-Clarke

AUTHOR: Reaching and Teaching Neurodivergent Learners in STEM: Strategies for Embracing Uniquely Talented Problem Solvers

Dr. Jodi Asbell-Clarke is an experienced leader, researcher, and communicator who specializes in the inclusion of neurodivergent learners in Science, Technology, Engineering, and Mathematics (STEM).

Jodi started her career as a computer programmer for IBM on the first 25 missions of NASA’s space shuttle program. She then went to graduate school for astrophysics with a dream of becoming an astronaut, but instead found her love for teaching and learning. She started teaching at the laboratory high school at the University of Illinois, and moved on to TERC, a non-profit in Cambridge, Mass focusing on educational research and innovations for equity in STEM education.

For the past 30 years at TERC, Dr. Asbell-Clarke has led ground-breaking educational research on how educational technologies and innovative pedagogies—such as game-based learning, project-based learning, and computational thinking—can reach marginalized learners in STEM. Jodi has lived in the US, France, and Canada (she currently resides in Halifax, Nova Scotia), where she has worked side-by-side with educators, academics, and business leaders to understand how to leverage and nurture the unique talents of neurodivergent learners in STEM.

More about Dr. Jodi Asbell-Clarke · Curriculum Vitae

Publications · Articles · Talks · Webinars

Dr. Jodi Asbell-Clarke, TERC, Cambridge, MA, 2019

Reaching and Teaching Neurodivergent Learners in STEM

Strategies for Embracing Uniquely Talented Problem Solvers

Providing salient stories and practical strategies, this book empowers educators to embrace the unique talents of neurodivergent learners in science, technology, engineering, and mathematics (STEM). An exploration of the exciting opportunities neurodiversity presents to build an innovative workforce is grounded in a large body of research from psychology, neuroscience, and education.

Author Jodi Asbell-Clarke presents individual examples of neurodivergent journeys in STEM to establish evidence-based connections between neurodiversity and the types of innovative problem-solving skills needed in today’s workforce.

About the book · Neurodivergent Learners in STEM

Cover page of Reaching and Teaching Neurodivergent Learners in STEM: Strategies for Embracing Uniquely Talented Problem Solvers.

Selected Articles

Asbell-Clarke, Jodi · ‘How neurodiversity can help cybersecurity workforce shortage.’ Dark Reading (2024)
Asbell-Clarke, Jodi · et al · ‘Including neurodiversity in computational thinking.’ Frontiers in Education, Volume 9 (2024)
Asbell-Clarke, Jodi · ‘Computational thinking and executive function: where neurodiversity shines.’ TERC Blog (2020)

Dr. Jodi Asbell-Clarke on TEDx Beacon Street

TEDx · Beacon Street, Boston, MA · ‘We know more than we can tell.’ (2017)

To unleash the potential of all learners, we need to start looking at what people can do, not just what they can say. “Many of the cognitive differences of neurodiverse students (learners with Autism, ADD, Dyslexia and other cognitive functions that make school difficult) may also empower them with creativity, resilience, and innovative approaches to problem-solving.

Dr. Jodi Asbell-Clarke, TEDx Beacon Street, ‘We know more than we can tell.’ Boston, MA, 2017

Dr. Jodi Asbell-Clarke, TERC, Cambridge, MA, 2019

Dr. Jodi Asbell-Clarke on webinars & podcasts

Maryland Coalition for Inclusive Education · Think Inclusive · ‘Embracing neurodiversity in STEM education for all learners.’ (2024)

EdWeb Webinar · Revealing the STEM Talents of Neurodivergent Learners (2023)

Assembling Inclusion · INFACT: Fostering Neurodiversity in STEM Education (2023)

Council of Chief State School Officers · Inclusive Leadership Webisode · Inclusive STEM Problem-Solving (2023)