Neurodiversity is an emerging paradigm through which neurological differences, traditionally viewed only in terms of disability -- autism spectrum disorders, attention deficit hyperactivity disorder, dyslexia -- are instead viewed as human variations having associated impairments but also unique strengths highly relevant to STEM. Yet this group, now representing at least 20% of the US population, does not sufficiently participate in the STEM workforce: recent work suggests that only 11% of STEM undergraduates are neurodiverse, and a 2021 NSF report suggests that only 4.4% of all STEM PhD recipients are neurodiverse. Growing research evidence suggests enhanced abilities and skills in neurodiverse learners highly relevant to the engineering workforce. Examples include enhanced divergent thinking in ADHD, success in competitive colleges for autistic students, and enhanced cognitive and socio-emotional resilience, visuo-spatial ability, and emotional reactivity with corresponding neural differences in dyslexia. This project will address the opportunity to more fully enable this underutilized workforce by standing up a new Center called The Autism Self-advocacy Center for Equity and Neurodiversity in Engineering (A-SCENE). The project’s vision is to model a fully interconnected system of programs, activities, and supports to ensure that neurodiverse students can access and succeed in engineering careers, from the undergraduate experience, to graduate training and professional de