Prospectus

      There are many stereotypes portrayed in the popular media that are based on limited observation and or half truths.  For example, the “dumb blond”, the “jolly” obese individual, the “nerdy” scientists geek and the “book wormy” library type.  Mostly, modern portrayals of these stereotypes are harmless and may make for interesting movies or entertainment.  I am victim to these same stereotypes because I am tall.  I am often asked if I play basketball and when I say no I play soccer, it is as if I am in someway disappointing them.  Also, when I was in high school, when I was asked where I was going to college and I stated Purdue for engineering people seemed to assume that I was really intelligent.  These stereotypes are amusing but is there any sliver of fact or truth in these stereotypes and what has kept them around for so long?      In this proposal, I plan to focus my research on the possibility that there may be biological and neurological bases to help explain what lies behind the “nerdy scientists” stereotype.  In addition, if only true for a fraction of the scientist’s population, this may help with our understanding of these individuals and offer avenues for possible intervention.  According to researcher Simon Baron-Cohen (2002), he has found that the family history of people with Asperger’s Syndrome contains significantly more engineers.  The December 2001 issue of “Wired” magazine reported a higher incidence of autism and Aspergers’ Syndrome in communities containing many people in computing and technology fields.  Some very famous scientists have reported experiencing symptoms consistent with a diagnosis of Asperger’s Syndrome.  In his book, Asperger’s and Self-Esteem, Norm Ledgin (2002) identified fifteen prominent scientists, statesman, musicians and even a President of the USA as having symptomatology similar to Asperger’s.  Some names mentioned by Ledgin are: Thomas Jefferson, Albert Einstein, Charles Darwin, Orson Wells, Gregor Mendel, Carl Sagan, Wolfgang Amadeus Mozart and Marie Curie.     The estimate of how frequently Asperger’s Syndrome occurs is running fairly steadily at one in 250 births (Ledgin, 2002).   Asperger’s Syndrome represents a behavioral syndrome that is often lifelong and may severely limit an individuals global functioning and adjustment.  The Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) and the International Classification of Disease (ICD-10) define Asperger’s Syndrome as a Pervasive Developmental Disorder (PDD).  As in any behavioral syndrome, there are marked differences in severity and functioning.  Without repeating the entire DSM IV standard, I will sum up the main points.  On the interactive side individuals diagnosed with Asperger’s have at least two of the following four: 1). An observable disability in nonverbal behavior; 2). Failures in peer relationships; 3). A lack of positive sharing and 4). Relative numbness in social or emotional relationships.  In terms of behavioral characteristics that do not rely on interaction an individual must exhibit one of the following: 1). Fixations or conspicuous over focusing; 2). Nonfunctional routines; 3). Odd motor mannerisms and 4). Persistent attachment to parts of objects.  It can be said that at one time or another we all have had and have experienced some of these “criteria”.  The diagnosis is based on the individual’s self assessment, detailed interviews with family members and with new technology such as the PET scan.     The focus of this proposal is to determine if some student scientists may benefit from a clearly defined plan that will enhance self understanding by offering symptom clarification and intervention strategies.  This will not lead to a formal diagnosis of any alleged psychiatric disorder but clearly an educational approach to foster competence in social and emotional situations.  This may be critical to some engineering students and to others students who encounter such student to offer a degree of compassion and kindness.  Since most of the issues that these students face are interacting and relating to others.  With engineering being a study so intense and heavy in both math and science courses, it leaves little time for these students to socialize and gain expertise in social situations.   My proposal is to elicit the help of Purdue’s Counseling Center staff and propose to them the possible need to offer a social etiquette class and social skills training class for identified students.  These students could come from any academic discipline but targeting the engineering and computer science students.   Students could be referred to this group or class by their academic advisor or they could be self referred. This class could help these individuals to understand their innate differences and offer social skill strategies to promote more appropriate social awareness and enhanced social judgment.  This could be offered as a non-threatening program similar to the social etiquette class that business executives receive before they travel to foreign countries.  Another option could be to offer a workshop type class for all Purdue engineering and computer science students.  I am aware that not all students are in need of this type of class but everyone can learn something to gain social competency.  The class could entail subjects like how to open a conversation, communication skills with students outside of their technical field, topics such as appropriate dress for a given professional situation and how to act in a job interview.             My research strategy is going to be look up in more detail how individuals are affected by Asperger’s and what may be the best way to help them.  I can conduct interviews with psychologist who have seen the situation many times before and know how to go about it.  Also, I can talk about my own experiences dealing with a student diagnosed with Asperger’s Syndrome. For example, I went to an engineering and technology conference in California two years ago and my roommate had Asperger’s Syndrome. He related a history of participation in professional intervention.  He appeared to be a genius with math and science.  He had to design a solution to a given technical problem and then present it.  He stayed up all night computing calculations and he did not eat supper or breakfast before the presentation. He stated that he forgot to eat.  Also, he “forgot” to shower, brush his teeth, comb his hair or change his clothes before the presentation.  He stated that he did not do well on his presentation even though it was correct.  He was accepted to MIT for engineering as he will be the third generation from his family to attend MIT.  He will probably graduate at the top of his class.  I think this experience is probably more similar for some students than is realized or publicized. As for my proposal, interviewing current engineers in the field will help with what topics need to be covered.  From the limited research I reviewed, it appears that there is a growing number of students who may benefit from this type of class.