Example of Broadening Participation through a CAREER Award CAREER Award to Gina MacDonald, James Madison University, began June 1998 Became a Presidential Early Career Award for Scientists and Engineers in 1999 Dr. MacDonald provided the following presentation.
Facts 65,000 (1996) K-12 students in U.S. with significant hearing loss 81% educated in local schools special teaching, speech language therapy, educational interpreting, amplification Lack of Science Knowledge of Interpreters translates to fewer deaf students in the sciences
Facts Advisors and administrators in public schools counsel deaf students away from laboratory sciences. They may fear that the students could be in danger Severe shortage of science teachers in deaf schools more serious than the shortage of science teachers in hearing schools advanced sciences are often not offered in deaf schools.
Solutions? Interpreter training in the laboratory new environment new language Involve Deaf undergraduates students in research Encourage high school students and teachers Supportive environment for research students
JMU Strengths Research with undergraduates = Teaching Summer Research 14 years NSF-REU Site approximately 10 years Education and Outreach to Local Schools Outstanding Communication Sciences and Disorders Department
Research, Education, Outreach - NSF-CAREER- REU-RET Involving undergraduates in research Supporting New and Senior Faculty Involving high school teachers in research Excited science teacher = excited students Involving high school students in research Used active summer research foundation provided by the REU for trial outreach programs
Evolution of the Program (note first two summers PECASE funding only) Summer 2 Mike Marzolf Dorothy Wynne –MSSD Jason Dietz – high school Summer 1 Mike Marzolf –VSDB teacher Laurie Kain, JMU undergraduate – wanted to be a teacher Chris Colbert-interpreter
Evolution of the Program Summer 3 – The Brave new World Teacher + interpreting student (RET supplement to Chem- REU) Interpreter trainee and Faculty (JMU funding) 3 Gallaudet Students (MacDonald- PECASE) Summer 4 (2001) – We have arrived? REU, match, additional: 2 interpreting students, 3 college students, K-12 teacher Program is fully integrated into the REU Site program additional faculty mentor = EXPANSION
Current Goals Encourage ALL students to continue in the sciences Important experiences for all hearing students Expand research opportunities for teachers opportunity to update and share their scientific skills with high school students and undergraduates Familiarize the next generation of interpreters and educators with the laboratory Scientists are really not that unusual
Students and Interpreters
Interpreting Students
What Have We Learned? To recruit Deaf students into the sciences Need interpreters comfortable with the language and laboratory Direct interaction of faculty with students works best
Benefits Hearing students more likely to include students with disabilities in their future careers Retains and excites teachers and students Similar techniques can be used to incorporate any minority or disabled student Long way to go before the population is reflected in the scientific community Opportunity to learn about culture - language
Resources Brenda C. Seal, Dorothy Wynne, and Gina MacDonald*(2002) Journal of Chemical Education, 79, Teaching Chemistry to Students With Disabilities Dr. Harry Lang – 7.html & htmlhttp:// Caccamise and Lang Signs for Science and Mathematics: A Resource Book for Teachers and Students B.C. Seal Best Practices in Educational Interpreting
ACKNOWLEDGEMENTS Student Interpreters Lacey Hansen, Heather Hogston, Cristin Crabtree, Alexis Thompkins Chris Colbert- Interpreter Teachers Dorothy Wynne, Michael Marzolf, Yuko Suguiko, Deidra Coles Gallaudet and RIT students: Ron Petruchi, Michael Wynne, Daniel Lundberg, Natalie Ludwig, Amber Marchut, Marcy Knox NSF-MCB NSF REU, RET James Madison University
Overall Start small Expand – improve – expand resources Have faculty who are truly interested in the outcome of the project Faculty initiated, student supported = FUN