In the College of Engineering, students and faculty are using data science to develop groundbreaking tools and tackle real-world challenges. Through the ongoing series, “Data for Good: Innovators in Action,” we highlight how these efforts are driving meaningful change across various societal issues. Join us in exploring these stories and discover how you can be a part of the movement to create a brighter, more equitable world.
Will Toll approaches his studies in biomedical engineering with a quiet resolve, honed by the ups and downs he’s encountered along the way. The lessons he’s gained have not only reshaped his approach to learning but deepened his commitment to helping others navigate their own unseen challenges.
“I don’t think I really understood what it meant to be a good student back in high school,” he reflected. Growing up near Denver, Colorado, he found ways to push himself, staying motivated and ultimately earning his place at Cal Poly.
Once in college, however, the demands grew, and his previous strategies began to falter, affecting his academic performance. During this time, he received a formal diagnosis of ADHD. A couple of quarters away helped him recalibrate, and he resumed his studies in 2023 with a clearer understanding of his learning needs.
“I’m engaging with course content differently now and have changed how I prepare for exams and assignments,” he said. “When I talk to my professors about my needs, I can explain, ‘This is why I’m struggling.’”
Returning to campus, Toll heard about a summer research project on neurodiversity, led by computer science Professor Daniel Frishberg. Inspired by the chance to make a broader impact, he signed on.
“What drew me in was the chance to tackle a problem that wasn’t just about me, but about making a difference for others,” he said.
As Toll and Frishberg began their work, they connected with mechanical engineering Professor Jennifer Mott, whose commitment to accessibility complemented their own. While each continues individual research on inclusive teaching, they’re collaborating on a survey to gather perspectives that will guide their efforts. Together, they’re examining how teaching methods and assessment styles can create more inclusive learning spaces, using data-driven insights to build environments where every student can thrive.
Although Frishberg’s expertise lies in theoretical computer science, his own experience as a neurodiverse student who first received support services in elementary school drew him toward research on educational accessibility.
“Things have changed a lot in how our culture understands different ways of thinking and the need for support,” he said. “We’ve made strides in broadening our approach in computer science education, but there’s more to be done to include all learning styles.”
At the heart of Frishberg and Toll’s research lies a critical question: How can quizzes, tests, assignments, and projects be structured to better support students with diverse learning needs?
Students with disabilities and neurodiverse backgrounds are often drawn to STEM fields, yet their graduation rates lag behind those of their neurotypical peers, particularly among students with autism.
To address these disparities, Frishberg and Toll are analyzing workload structures within a preliminary dataset. By expanding their data, they hope to uncover how different strategies — such as frequent low-stakes quizzes versus fewer high-stakes exams — influence student success.
Over the summer, they compiled data from computer science syllabi spanning 2004 to 2024 and course information from Canvas, the university’s learning management system. Next, they’ll focus on three specific computer science courses, surveying nearly 500 students from first-year through senior levels to explore how evaluation techniques affect learning. Students will also have the option to disclose if they are neurodiverse.
For Toll and Frishberg, intrinsic motivation is key to student success, especially for neurodiverse learners.
“In college, if I wasn’t naturally drawn to a topic, extra assignments helped me stay on track and gauge my progress,” Frishberg explained.
But without a clear sense of purpose behind assignments, Toll noted, students can easily become frustrated — a challenge he understands firsthand. Research echoes his experience, showing that students often blame themselves for academic difficulties that may stem from external factors.
“They end up blaming themselves rather than recognizing the outside challenges that might actually be the root cause,” Toll said. “With a full dataset, we want to find workload structures that ease these pressures and work best for students with different learning needs.”
As a next step, Toll and Frishberg planned to examine how teaching methods impact students. When they discovered Mott was beginning similar research, they teamed up to survey faculty on the strategies they currently use to support all types of learners.
Mott, this year’s JEDI faculty scholar, is focused on inclusive teaching and equitable grading practices. Her aim is to establish a baseline of the Universal Design for Learning (UDL) strategies faculty employ, from simple actions like learning students’ names to more advanced approaches such as dropping the lowest homework score.
“We want to know where faculty are so we can share that with the college. It’s not about shaming but celebrating what we’re already doing as we work toward even more progress, one small step at a time,” she said.
Mott’s commitment is also deeply personal. Her son, now 13, was diagnosed with ADHD and autism at age 7. “I watched him struggle and found myself constantly advocating for him,” she said. “At some point, I had to ask myself, ‘Why am I not doing this in my own classroom?’”
Now, Mott ensures her students don’t need separate accommodations — she’s integrated them directly into her syllabi, offering flexible deadlines and opportunities to redo work. “I tell my students, ‘I’m focused on your learning, not your grade,’” she said. “Grades should reflect what you’ve truly learned.”
The 17-question survey, developed with input from Mott, Frishberg and Toll, will be sent to faculty to pinpoint effective teaching practices that could be widely adopted to support a variety of learning needs. Together, they see this as a valuable step toward creating an academic environment where all students feel empowered to engage fully in their education.
“I want all our students to know they have agency,” Mott said. “This generation will change the workforce for the better.”
Housed within the College of Engineering, the Noyce School of Applied Computing brings together Electrical Engineering, Computer Science and Software Engineering, and Computer Engineering, with Statistics as an affiliate. The school provides a collaborative environment where students and faculty in fields like computer science apply data science to solve complex, real-world problems.
Call to Action: Champion Inclusive Education!
Help create a welcoming learning environment for all students by incorporating Universal Design for Learning (UDL) strategies. Allowing flexible deadlines, offering alternative ways to show understanding and sharing comprehensive lecture materials can make a profound difference for neurodiverse students and those with disabilities.
As a student, advocate for your needs, communicate openly with faculty and share feedback on what makes a difference in your learning experience. Together, let’s build classrooms where every student can thrive.
By Emily Slater
